
Class_:P_EjJ a 

Book ._k.k^ 

GopyriglitN"__! 

COPYRIGHT DEPOSIT. 



AN INTERMEDIATE COURSE 

IN 

ENGLISH 



BY 



EVERETT wy LORD, A.M., 

Assistant Commissioner of Education of Porto Rico. 



1906 

HINDS, NOBLE AND ELDREDGE 

NEW YORK PHILADELPHIA 



T^;:iv 



i 



U8RARY of CONGRESS 
Two Copies Received 

DEC 29 1906 

Copyright Entry 
CUSS A- XXC., No. 
COPY B. ' 




Copyright 1906 
By hinds, noble & ELDREDGE 



I 

e." 



This book has been prepared for the Department of 
Education of Porto Rico. The Assistant Commissioner 
receives no recompense therefor, and is not financially in- 
terested in its publication or sale. 

ROLAND P. FALKNER, 
Commissioner of Education. 



INTRODUCTION. 



This Intermediate Course has been prepared for the use 
of Porto Rican teachers who have completed the elementary 
course in English prescribed by the Department of Educa- 
tion. It is assumed that those who study it are already 
familiar with the elementary book, '' Lessons in English/' 

The lessons here presented consist of selections for read- 
ing, and a series of exercises based upon the selections. In 
each lesson English words which have not been used either 
previously in this book or in '' Lessons in English " are 
printed in full-faced type. A complete vocabulary of these 
words appears at the back of the book. In this vocabulary 
are also included many of the less commonly used words 
which have been given in " Lessons in English," and the 
most important irregular verbs, with their principal parts. 

Each lesson presents sufficient material for one week's 
work. The reading matter has been selected with a view 
to introducing a fairly complete vocabulary under each 
topic, together with considerable colloquial discussion. To 
this end much of the matter has been given in conversa- 
tional form, only a few of the selections having been 
chosen for literary merit. Each selection should be care- 
fully read by every student of the book, and errors in pro- 
nunciation should be persistently corrected by the teacher 
of English. 

The real work of the course is found in the Exercises, 

5 



AN INTERMEDIATE COURSE IN ENGLISH 



which the author has attempted to make as varied and 
comprehensive as possible. While all the exercises — ex- 
cept the first given in each lesson, for phonic drill — are 
for home study and may be presented in writing, in the 
class all the work indicated should invariably be done with- 
out reference to that previously written. 

The greater number of the exercises for phonic drill are 
based upon the vowel sounds, words being given in which 
the vowels have identical or similar sounds. The Standard 
Dictionary is used as authority in questions of pronun- 
ciation. 

The exercises for oral or written composition form per- 
haps the most important part of each lesson, but they do 
not exhaust the possibilities for topics for conversation and 
composition. Other similar topics may be suggested by the 
teacher. At every session of the class the teacher should 
devote a portion of the time to inducing such independent 
work on the part of every student. 

All other exercises are sufficiently explained in the text. 

No grammatical rules or exercises have been included in 
this work. They have been deemed unnecessary in view 
of the fact that the elements of English grammar have been 
given in the preceding book of the course, and that for 
advanced work it will be more profitable for students to 
consult the text-books authorized for use in the pubHc 
schools. 

Teachers who are studying this intermediate course in 
English should continually make much use of that lan- 
guage in their school rooms. The various class-room or- 
ders and directions to the pupils may from the first be 
given in English, and the use of these constantly recurring 
expressions will aid both teachers and pupils in acquiring 
other and more difficult expressions. 



INTRODUCTION 



The following class-room orders have been for the past 
year employed in the schools of San Juan, the list'^^ having 
been prepared by Mr. Leonard P. Ayres, our present Gen- 
eral Superintendent, when he was Superintendent of the 
district of San Juan. They may well be adopted by all 
our teachers. 



CLASS-ROOM ORDERS AND DIRECTIONS IN 

ENGLISH. 



Call the roll in the morning and have each child answer 
Present." 

Stand. 

Be seated. 

Face front. 

Sit still. 

Stop talking. 

Take good position. 

Raise your hands. 

Stand in the aisle. 

Do not lean on the desk. 

Open your books. 

Close your books. 

Hold your book in your left hand. 

Take your books. 

Put away your books. 

Put your books into your desks. 

Put your pencils, erasers, books and papers in their 
places. 

Who can tell me? Raise your hand. 

* The list here given varies slightly from the San Juan list. 



AN INTERMEDIATE COURSE IN ENGLISH 



You may leave the room. 

Do not whisper. 

Take the chalk. 

Write on the black-board. 

Take an eraser. 

Clean the black-board. 

Write a sentence on the board about- 

Erase the sentence. 



This book has been written in the midst of many dis- 
tractions, and it cannot be hoped that it will not be found 
to contain many imperfections, but the author trusts that 
it will prove a practical aid to our teachers in their study 
of the language of the nation. 

Mr. Francisco Zuazaga, of the Insular Normal School, 
whose advice was found of such value in the preparation 
of the first book of the course, has rendered equal service 
in connection with the Spanish work of the present volume. 
Among other friends who have given valuable suggestions 
and assistance, Mr. E. N. Clopper, Principal of the Central 
High School of Porto Rico, Miss Katherine B. Heller and 
Miss Consuelo A. Davidson, of this Department, have been 
especially helpful, and the author takes pleasure in ac- 
knowledging his obligation to them. 

San Juan, Porto Rico, 
September, ipo6 



An Intermediate Course in English 



LESSON I. 



SELECTIONS FOR READING. 



THE MAN WITH A NEW IDEA. 

About four hundred years ago a sailor went to Spain from 
his home in Genoa. He had a new idea. He believed that 
the earth was round ; that belief does not seem strange to us, 
but people at that time thought it very strange. Almost 
everybody laughed at the Italian and called him a foolish 
fellow. 

'' Have you not eyes? " they said. '' Then you have only 
to open them and look about you to see that the earth is as 
flat as the top of a table." 

'' You think it is flat/' he answered, '' and indeed it 
does have that appearance. But I know it is round, and if I 
only had a good ship or two and some brave sailors, I would 
prove it to you. I would sail to the west across the great 
ocean and come to India, which is on the other side of the 
great round world.'' 

'' But everybody knows that India is in the far East and 
one can go there only by a dangerous voyage on the Med- 
iterranean Sea, and long journeys across the great deserts. 
You might as well try to get to the moon by going down a 
deep well! " said the people who thought they were wise. 

'' But you don't understand me," said the Italian, " Here 

9 



10 AN INTERMEDIATE COURSE IN ENGLISH 

-■^-—— ■ v> ■ 

is an apple. Let us suppose that it is the earth. I put a pin 
on this side and call it Spain. On the other side I put 
another pin and call it India. Now suppose a fly lights on 
the apple at the place which I call Spain. By going 
toward the right, or eastward, he can reach India with no 
trouble; or by going toward the left, or westward, he can 
go there just as easily and really in a shorter time. Do 
you not see ? '' 

" Certainly we can see the apple/' answered the wise 
men, '' and we can imagine that we see the fly. But if 
the earth is like an apple, why does not all the water in the 
seas and the great ocean run off at the lower end? Or 
suppose there are men on the lower side of the earth — how 
could they walk around with their feet up and their heads 
down ? Are they like flies ? '' 

And so the wise doctors laughed at the idea and dismissed 
the whole matter. They said it was not reasonable and 
they would not talk about it. But the Italian sailor did not 
give up his theory. He knew that other men had believed 
the earth to be round, but nobody had proved the truth. 
He hoped to prove it by sailing westward and so reaching 
India. Still he had no ship, he was very poor and his few 
friends were not able to give him any help. 

'' My only hope,'' he said, '' is to persuade the king and 
queen to give me a ship." 

But this was a difficult thing to do. Spain was the most 
powerful country in Europe, and the poor sailor had no 
friends among the great men at the king's court. He tried 
again and again to see the king, but he did not succeed. 
Still he did not give up, and at last a wise priest. Father 
Perez, who had listened to his theories, began to believe 
that they might be true, and he persuaded the queen to 
send for the sailor and to listen to his strange plan. 



LESSON I II 



'' You say that if you had ships and men you would sail 
to the west and discover new lands on the other side of the 
great ocean/' said the queen. '' What reason have you to 
believe that there are any such lands ? " 

" My reason is that, since the earth is round like a ball, 
China and India must lie on the other side of it, and can 
be reached as easily by sailing west as by going east." 

The Italian sailor had made maps and a globe to explain 
his theory and he told his story .so well that the queen was 
almost ready to believe him. But at that time Spain was 
at war with the Moors and the queen had little time to 
think about discovering new ways to China and India. So 
she told the Italian that, he must wait, and he did wait for 
nearly seven years more ; then when he had at last given 
up in despair another of his friends persuaded the queen tc 
help him. 



fl. 





EXERCISES 




For phonic 


drill:— 






bay 


bait 


bathe 


bale 


brave 


Spain 


persuade 


explain 


lay 


late 


able 


table 


ray 


rate 


raise 


rail 


stay 


state 


stain 


stale 


stray 


straight 


strain 


strange 


way 


wait 


weighed 


wake 



&. Use each of the following words (i) in a question: 
{2) in a sentence which answers the question: — 

Flat; apple; sail; friend; ocean; wise; help; laugh; 
reasonable. 



12 AN INTERMEDIATE COURSE IN ENGLISH 

c. Select ten pronouns from the reading lesson and use 
each of them in an original sentence, 

d. Give the principal parts of the follozving verbs: — 
Come ; think ; understand ; see ; give ; make ; say. 

e. For oral or zvritten composition: — 

Why do we beheve that the earth is round? What is 
a desert? What is a well? What makes a powerful 
country? Who were the Moors? Where is China? 

f. For translation into English: — 

1. Hace mas de cuatrocientos anos un marino tuvo 
una nueva idea. El creia que la tierra era redonda, pero 
los demas pensaban que la idea era muy extrana. 

2. Los sabios se rieron de el y dijeron que la tierra 
era tan liana como la tapa de una mesa. 

3. La tierra parece liana, pero nosotros sabemos que 
es redonda. Los barcos le han dado la vuelta al mundo 
y asi han probado que la tierra es un globo. 

4. ''La India esta en el extremo oriente. Hay que 
hacer un viaje largo a traves del desierto," decia la gente. 

5. Supongamos que la tierra es como una manzana. 
V. puede ver que una mosca puede andar facilmente al- 
rededor de una manzana. Nosotros podriamos ir hacia 
la derecha 6 hacia la izquierda y Uegar al mismo punto. 

6. '' Nosotros no podemos imaginar que los hombres 
scan como las moscas. Ellos no pueden andar con la 
cabeza para abajo y los pies para arriba/' decian los doc- 
tores. • 

7. Nosotros no hablamos sobre su plan, porque no es 
razonable. V. tiene que abandonar sus teorias. Nadie 
ha llegado a la India viajando hacia el Oeste. 

8. El marino deseaba persuadir al rey a que le diera 
un barco. El rey era muy poderoso, pero no tenia 
amigos. El no pudo darle los barcos al marino. 



LESSON II 13 



9. El sabio sacerdote le creera ; si le cree le ayudara. 
El puede persuadir a la reina a que escuche la historia 
del marine. 

10. La reina pregunto al marine que razon el tenia 
para creer que la tierra era redonda. Ella estaba dis- 
puesta a creerlo, pero no tenia tiempo para atender a sus 
planes. 

11. Los moros eran muy poderosos, y en esa epoca 
estaban en guerra con Espana. El marino aguardo 
muchos anos y ultimamente ya estaba dispuesto a aban- 
donarlo todo desesperado. 



LESSON II. 



SELECTIONS FOR READING. 



THE VOYAGE OF COLUMBUS. 

One morning in August, 1492, there was great excitement 
in the little town of Palos. Everybody had risen early and 
was hurrying down toward the harbor. Long before sun- 
rise hundreds of people were standing near the shores — 
old men and young men, women with their babies, and 
sturdy boys and girls of all ages. All were talking about 
the same thing; some were crying; some seemed to be 
angry; some were laughing. 

'' Only think of it ! '' said one. '' Think of sailing into 
seas where the water is always hot ! '' 

" Yes," said another, '' and then there are those fierce 
beasts that live in the sea and are large enough to swallow 
a ship.'' 

" It is all on account of that foolish Italian,'' said a 



14 AN INTERMEDIATE COURSE IN ENGLISH 

third. '' He has persuaded the queen to give him the 
ships." 

Near the shore were three very small ships in which Co- 
lumbus and his men were to go in search of strange lands 
across the great ocean. Two of the ships had no decks 
and were covered only at the ends where the sailors slept. 
The third was larger and had a deck. It was toward these 
ships that the eyes of the people on shore were directed ; and 
it was about these ships and the men on board of them 
that everybody was talking. 

On the deck of the largest ship stood Columbus, a tall 
man with a stoop in his shoulders, but with an eye like 
an eagle's. His flag was waving over his head and his 
scarlet coat gleamed in the dim light. By his side was the 
venerable Father Perez praying that they might have pleas- 
ant weather and that the fearless captain might succeed. 

A little before sunrise the ships sailed from the harbor 
out into the great western ocean. The people stood on 
the shore and watched till the sails were lost to sighj below 
the horizon. 

" Poor, foolish fellows ! " said some. " We shall never 
see them again ! " 

Columbus first stopped at the Canary Islands, two hun- 
dred miles from Palos, and there he had to stay for several 
days to repair one of his ships. At last he again sailed 
out toward the west into an unknown ocean. Soon many 
of his sailors began to give up to fear; they remembered 
the strange stories that they had heard and their minds 
were filled with despair. But Columbus showed them how 
foolish these stories were, and he told them again and again 
of the gold and silver that they would find in India. And 
so day after day they sailed toward the west. The sea 
was calm and the wind from the east drove the ships rapidly 



LESSON II 15 



forward. By the first of October they had sailed more 
than two thousand miles, but still no land could be seen. 

Then the sailors began to fear that they could never re- 
turn against the east wind that was blowing. Some of 
them planned to kill Columbus, but he was so brave that 
they dared not touch him. 

One night Columbus saw a light and knew they must be 
near the land. That night nobody slept, and in the morning 
they saw before them a beautiful, green island. 



EXERCISES. 

a. For phonic drill: — * 

add bad mad saddle 

act fact packed factor 

and hand canned candy 

as has dazzle spasm 

air care bear tear 

&. Use each of the following adjectives in an original 
sentence: — 

Sturdy ; angry ; fierce ; pleasant ; fearless ; brave ; beau- 
tiful ; foolish ; strange ; poor. 

c. Write questions to which the following are correct 
answers: — 

I. Three ships. 2. One morning in August, 1492. 
3. On the shore. 4. At the Canary Islands. 5. Two 
hundred miles from Palos. 6. To repair his ships. 7. 
On the deck of the largest ship. 8. They were talking 
about Columbus. 

d. Give the principal parts of the following verbs: — 
Rise ; stand ; find ; drive ; blow ; begin ; sleep. 

e. For oral or written composition: — 

Name some fierce beasts. Describe a ship. What is 



l6 AN INTERMEDIATE COURSE IN ENGLISH 

meant by '' an eye like an eagle's '' ? Why did Columbus 
wish to go to India? Why did Columbus wear a scarlet 
coat ? 
/. For translation into English: — 

1. Esa manana hubo mucha excitacion en el pueblo. 
Viejos y jovenes se habian levantado temprano y todo 
el mundo corria presuroso a la playa. 

2. Todos andaban preguntando por Colon y sus bar- 
cos. Se contaban cuentos muy extranos de bestias fe- 
roces y oceanos de agua caliente. Todo el mundo creia 
que Colon era loco y jamas regresaria a Espafia. 

3. La reina dio a Colon tres barcos pequenos con que 
poder ir en busca del nuevo camino hacia la India. Los 
marinos dormian en la cubierta de los buques. Todos 
los hombres a bordo de los barcos estaban llenos de terror. 

4. Colon estaba parado en la cubierta de su buque. 
Nosotros vimos su chaqueta escarlata y su estandarte 
ondeandole sobre la cabeza. 

5. El venerable sacerdote creia que la teoria de Colon 
era cierta y rogaba porque saliera con exito. 

6. Los marineros recordaban muchos cuentos tontos, 
pero Colon se reia de ellos. £1 les decia que encontrarian 
oro y plata en la India. 

7. fill les decia que ellos regresarian a Espaiia y que 
volverian a ver a todos sus amigos otra vez. Por la noche 
ellos vieron una luz y por la manana vieron tierra. 



LESSON III 17 



LESSON III. 



SELECTIONS FOR READING. 



THE DISCOVERY. 

The island which Columbus and his companions saw on 
that beautiful October morning was one of the group which 
soon came to be called the " West Indies," it being sup- 
posed that they formed a part of the archipelago near the 
coast of India. Soon after sunrise Columbus stepped into 
a boat and was rowed to the shore ; when the boat touched 
the shore the brave captain stepped out and knelt down 
upon the beach to give thanks to God. Then he took pos- 
session of the island in the name of the king and queen of 
Spain, and called it San Salvador. A familiar picture 
shows Columbus, dressed in garments of scarlet and gold, 
a sword in one hand and a banner in the other ; the officers 
and men who accompany him have forgotten their recent 
fears and now look upon Columbus with respect and ad- 
miration. 

The natives of the island were filled with wonder at 
what they saw. They could not believe that these strange, 
fair-skinned people were really men ; they appeared like 
angels from Heaven and the poor natives hesitated to ap- 
proach them. But soon they conquered their fear and 
seemed to be delighted with the thought of receiving the 
visit. They brought to the Spaniards gifts of all they 
had — bananas, yams, and other fruit and vegetables. They 
. had very little gold, but a few of them wore bracelets of 
that metal, and these they willingly gave to their visitors. 

Columbus did not stay long at San Salvador, but sailed 
away to discover other lands. In a short time the ships 



l8 AN INTERMEDIATE COURSE IN ENGLISH 

came to a large island where there were rivers of fresh 
water flowing into the sea. On every side there were 
bright flowers and green trees ; the air was sweet ; the sky 
was blue and clear ; the sea was calm ; the world seemed 
full of joy and peace. This island was Cuba. 

" Let us live here always ! '' cried the sailors ; '' for surely 
now we are near to Heaven ! '' 

And so for more than three months Columbus and his 
companions sailed among scenes of delight, such as they 
had never imagined. They visited other islands and every- 
where saw new beauties and new pleasures. The natives 
were extremely kind; they looked with wonder upon the 
white men with their gleaming swords and brilliant armor. 

It was on the 15th of the next March that Columbus, 
after a stormy voyage across the ocean, again sailed into 
the harbor of Palos. And now there was greater excite- 
ment than there had been before. '' Columbus has come 
back from the unknown seas ! " cried the people, '' He has 
really found a new way to India ! '' 

Then the bells were rung, guns were fired and everybody 
rejoiced. The news was carried to the queen, and soon 
Columbus went to give her a description of the wonderful 
lands which he had visited. She was ready enough to 
listen to him now, and the wise men of the court had to 
acknowledge that the poor Italian sailor had proved the 
truth of his strange theories. 

A COMPANION OF COLUMBUS. 

Columbus made three other voyages to the new world. 
Among the lands which he discovered were a number of 
islands in the Caribbean Sea and the mainland of South 
America near the mouth of the Orinoco River. On his 
second voyage he landed on a rich and beautiful island 



LESSON III 



19 



which he named San Juan Bautista. This island was 
called by the natives " Borinquen/' and is now known as 
Porto Rico. 

Among his companions on his second voyage was a sol- 
dier, who on account of his industry and his intelligence 
rapidly rose to a high position. This soldier was Juan 
Ponce de Leon, and a few years later he was sent to 
explore the island of San Juan Bautista. Ponce landed 
without difficulty and was treated with great kindness by 
the natives. He found a little gold and then returned to 
Santo Domingo. The King appointed him governor of 
Porto Rico, but he did not remain there long. He had 
heard stories of a wonderful well or spring, the water of 
which would restore youth to old men, and Ponce de- 
termined to find it. With three ships he sailed toward 
the north and reached a land which he named Florida. He 
did not find the wonderful spring and soon returned to 
Porto Rico. 

A few years later, Ponce went again to Florida and 
spent some time searching for the spring whose water was 
said to be so wonderful. While he was there his men were 
attacked by the Indians and Ponce was wounded. His com- 
panions took him to Cuba and there he died. 



a. 







EXERCISES. 




For 


phonic 


drill: — 




alms 




farm balm 


palm 


arm 




calm harm 


alarm 


aunt 




launch haunt 


taunt 


bath 




path wrath 




can't 




chance dance 


branch 


craft 




laughed draft 


half 



AN INTERMEDIATE COURSE IN ENGLISH 



b. Use each of the following words (i) in a question: 
(2) in an answer to the question: — 

Island; picture; sword; respect; approach; joy; kind; 
acknowledge. 

c. Put a PREPOSITION in place of each dash in the follow- 
ing sentences: — 

I. Columbus sailed Palos, a little sun- 
rise a bright morning August. 2. He 

sailed the great ocean islands — the 

other side the world. 3. How can men walk 

their feet and their heads ? 4. 



Columbus stood the deck, a sword his 

hand, and his flag his head. 5. He stepped 

the boat and rowed- the shore. 6. The 

natives looked their visitors — wonder ; they 

thought they had come Heaven. 7. Beautiful 

flowers were every side, and the land was full 

joy. 8. Columbus stepped and knelt 

the beach. 

d. For oral or written composition: — 

What is an archipelago? What is a native? What is 
a fair-skinned person? Of what use is gold? What is 
Heaven? Why did the Spaniards wear armor? What 
does a governor do? Why did Ponce de Leon search 
for a spring in Florida? 

e. For translation into English: — 

1. Cerca de la costa de la India hay un archipielago. 
Colon suponia que San Salvador era una de las islas de 
ese archipielago. 

2. Los marinos remaron en un bote hasta la playa 
poco despues de la salida del sol. Colon bajo y se 
arrodillo para dar gracias a Dios. 

3. En el grabado V. ve los oficiales y los marinos que 



LESSON in 21 



acompaiiaron a Colon. Estan vestidos con trajes escar- 
lata y oro, y tienen espadas y banderas. 

4. Todos miraban a Colon con admiracion y asombro. 
Los naturales creian que aquellos hombres de tez blanca 
eran angeles del cielo. 

5. Ellos le dieron a los marinos regalos de frutas y 
legumbres, y oro y plata. Los marinos estaban contentos 
de recibir sus regalos. 

6. En Cuba hay un gran rio de agua dulce. El aire 
es dulce, el cielo esta sereno y la mar esta mansa. 

7. Los barcos navegaron tres meses por entre las 
islas. Los marinos jamas se habian imaginado seme- 
j antes lugares de delicias. 

8. Los marinos hicieron un viaje tormentoso a 
traves del oceano. Hubo mucha excitacion cuando vol- 
vieron a entrar en el puerto de Palos. 

9. La gente tocaba las campanas, disparaba cafiones 
y se regocijaba. La reina declaro que el marino habia 
probado que la tierra era redonda. 

10. Debido a su sabiduria e industria Ponce de Leon 
gano rapidamente un alto puesto. Los naturales lo tra- 
taron con gran bondad. Ellos miraban con asombro 
su brillante armadura. 

11. £1 fue en busca de una fuente maravillosa cuyas 
aguas podian devolver la juventud a los viejos. El paso 
muchos meses en la Florida buscando la fuente pero sin 
exito. 

12. iRegreso a Puerto Rico? Si; pero no se quedo 
alii por mucho tiempo. Volvio a la Florida, fue herido 
y murio en Cuba. 



AN INTERMEDIATE COURSE IN ENGLISH 



LESSON IV. 



SELECTIONS FOR READING. 



PROPER NAMES. 

Names of persons are known as proper names. Most 
people have either two or three names, the surname or fam- 
ily name and one or more given or Christian names. The 
family name is so called because it is the name which 
belongs to all the members of the family, being the surname 
of the father. Any other names are '' given '' to the indi- 
vidual and as they were formerly given only when a child 
was baptized or christened, they were called Christian 
names. Names are frequently called simply first, middle, 
and last names, the surname being the last. All the names 
together are called the full name. The form in which a 
person writes his name is his signature. Most people 
abbreviate their names, writing only the first and the last, 
or the initials of the given names and the surname. 

The first civil governor of Porto Rico usually wrote his 
name in this form — Chas. H. Allen. Allen was his sur- 
name ; his Christian name was Charles Herbert. In his 
signature he preferred the abbreviation for the first name, 
and the initial H. for the middle name. An initial so 
used is said to '' stand for '' a name. 

When a woman marries she gives up her surname and 
adopts that of her husband. The children also have only 
the surname of the father. The Spanish custom by which 
the mother's surname may be added to that of the father is 
not followed in English speaking countries, but in many 
cases the mother's surname is one of the given names of 
some of the children. 



LESSON IV 23 



THE ORIGIN OF SURNAMES. 

Until about one thousand years ago there -were no sur- 
names and men were called only by their individual names, 
as, John, Peter, Henry, Edward, James or Charles. But 
there were often many men of the same name in a town ; 
perhaps there might be as many as ten or a dozen Johns 
and so it was necessary to distinguish them in some way. 
One might be of a dark complexion and he was called 
John Black, while a fair skinned man became John White ; 
the black-smith was known as John Smith, and the carpen- 
ter as John Carpenter. One whose father was Adam 
was called John Adamson. (Adam's son) and one of the 
young men was called John Young. 

Such descriptive names were no doubt used for many 
years before they were universally accepted as family 
names, but by the year looo they were very generally 
employed. 

The people whose personal characteristics gave origin 
to family surnames have long since passed away, and in 
many cases their descendants fail to exhibit similar char- 
acteristics. Two of the largest men I have ever seen 
were George Little and Samuel Small, while my friend 
Simon Stout weighed hardly one hundred pounds. A 
teacher once told me that the only bad boys in her school 
were Charles Good and Harry Best, and that her dullest 
pupil was either Emma Sharp or Harriet Bright. Ernest 
Walker always rides a bicycle while Herbert Rider never 
rides; WilHam Poor is a rich man, and James Rich is the 
poorest man in town. 

But occasionally one sees a more appropriate combina- 
tion. Thomas Cook has a restaurant in New York, and 
over the door of a San Francisco shop is the sign — '' Wood 



24 AN INTERMEDIATE COURSE IN ENGLISH 

& Cole, Dealers in Coal and Wood"; Judge Stern may be 
found in a court-room in Maine and Judge True in Michi- 
gan. 

ON THE WITNESS STAND. 

" What is your full name ? '' asked the clerk of the little 
red-haired man who was about to give his testimony. 

" Ralph Mudd," answered the witness, with some hesita- 
tion. 

" Mudd, did you say ? Mudd ? Is that your family 
name ? " 

" Yes, it is. My name is Ralph Mudd.'' 

"Haven't you any middle name, Mr. Mudd?" continued 
the clerk. 

*^ Why, yes ; I usually write my name ' Ralph W. E. 
Mudd,'" said the little man. 

" What do the initials stand for ? We must have your 
full name, sir ! " shouted the clerk, who was beginning to 
get angry. 

'' Well, sir, my full name is Ralph Waldo Emerson 
Mudd." 

'' Well, I can't see why you should be ashamed of that. 
Don't you know that Ralph Waldo Emerson was a great 
man, and that it is an honor to be named for such a man ?" 

'' Oh, yes, I know all about that. It may be an honor, 
but how would you like to support an honor like that if 
you weren't any bigger than I am, and if your last name 
were Mudd ! ''^ asked the little Mr. Mudd, while every- 
body in the court-room laughed. 

* See vocabulary, Mud, 



LESSON IV 



25 



EXERCISES. 



a. For phonic drill: — 



all 


ball 


call 


tall 


bald 


salt 


false 


halt 


balk 


chalk 


talk 


walk 


cause 


fault 


naught 


August 


draw 


saw 


straw 


law 


what 


watch 


water 


want 



b. Write the full names of three authors or statesmen: 
zwite the same names with initials in place of given names. 

c. Use each of the following words (i) in a question: 
(2) in an answer to the question: — 

Initial ; surname ; middle ; necessary ; distinguish ; 
Christian ; formerly ; stand for ; abbreviate ; prefer. 

d. Give the principal parts of the follozving verbs: — 
Know ; write ; kneel ; take ; ring. 

e. For oral or written composition: — 

Why do people abbreviate their names? Why is 
Stern an appropriate name for a judge? Which would 
be the most appropriate name for a teacher — Bell, 
Strong, Wise, Reader? Who was Ralph Waldo Emer- 
son? What is a court-room? 

For translation into English: — 

1. Todo el mundo tiene un apellido y dos nombres 
dados 6 de bautismo. Todos los miembros de una familia 
tienen el mismo apellido. 

2. Una persona por lo regular no escribe su nombre 
entero. Al firmar prefiere abreviar alguno de los 
nombres 6 escribir las iniciales. 

3. La costumbre americana es que los nifios solo usan 
el apellido del padre. Cuando una mujer se casa deja 
de usar su apellido. 



f- 



26 AN INTERMEDIATE COURSE IN ENGLISH 

4. Antiguamente la gente no tenia apellido y no habia 
modo de distinguir entre los hombres que tenian el mismo 
nombre. La costumbre de los apellidos no tuvo acep- 
tacion universal hasta hace unos mil anos. 

5. En muchos casos hay gentes que no demuestran 
ninguna de las peculiaridades que son apropiadas a 
sus nombres. 

6. En el juzgado el testigo presta su testimonio. El 
escribiente le pregunta su nombre entero. El hombre 
tiene vergiienza de decir su nombre. 

7. Al nino le pusieron el nombre de un gran hombre. 
£1 sabia que esto era un gran honor y generalmente 
escribia su nombre entero. 

8. El nombre de Cristobal Colon en ingles es 
'' Christopher Columbus.'' Los americanos con fre- 
cuencia aluden a su pais Uamandolo '' Columbia '' en 
honor de Colon. 

9. El nombre de mi amigo es George Washington 
Perkins. A el le pusieron el nombre del primer pre- 
sidente. 



LESSON V. 



SELECTIONS FOR READING. 



PERSONAL CHARACTERISTICS. 

We often say of a person that he looks like some one 
else, but very rarely indeed do we see two people who 
look alike in every feature, and probably if we were to 
study all the millions of people on the earth we should 
find no two who were exactly alike in appearance. 

Some are short and others tall; some are thin and 



LESSON V 2*7 



Others stout ; the strong man stands erect and the weak 
man stoops; the one has square shoulders and a full 
chest and the other has round shoulders and a hollow 
chest. The complexion, even among people of the same 
race, varies from the lightest blonde to the darkest 
brunette, and the hair may be black, brown, yellow, red, 
gray or white, or some intermediate shade. The eyes, 
too, vary in color and expression : the nose may be straight 
or curved, narrow or broad: and the mouth may vary in 
size and shape. Lips, chin, cheeks, ears and forehead each 
may present some individual characteristic which adds to 
the beauty of the face or detracts from it. 

A person whose appearance is pleasing may be described 
as good-looking, fair, attractive, charming, pretty, beauti- 
ful or handsome. Of these terms, fair, pretty and beautiful 
are usually applied only to children and ladies ; the others 
may refer also to men. People differ in their ideas of 
beauty, but all agree that a man or woman who is tall, 
well-formed, with regular features and a good complexion 
is good-looking. 

A DESCRIPTION OF WASHINGTON. 

General Washington was exactly six feet in height; he 
appeared taller, as his shoulders rose a little higher than 
the true proportion. His eyes were of a gray and his hair 
of a brown color. His limbs were well formed, and indi- 
cated strength. His complexion was light, and his coun- 
tenance serene and thoughtful. His manners were grace- 
ful, manly, and dignified. His general appearance never 
■failed to engage the respect and esteem of all who 
approached him. 

Aaron Bancroft. 



28 AN INTERMEDIATE COURSE IN ENGLISH 

A DESCRIPTION OF MILTON. 

Milton had the reputation of having been in his youth 
extremely beautiful ; he was often called the lady of the 
college. His hair, which was of a light brown color, was 
parted in the middle and hung down upon his shoulders. He 
was not of heroic stature, but rather below the middle 
size. Mr. Richardson says that he might have been called 
short and thick. He was vigorous and active. His eyes 
are said never to have been bright and with constant use 
they soon lost their sight altogether. 

Samuel Johnson.. 

a court room scene as told by the judge. 

A man was brought before me accused of killing another 
man. He had a friend whose mother was on the witness 
stand and she was trying to save him. She said that she 
had seen the murderer and could describe him, but I was 
sure that she was not telling the truth. 

I asked five men of varying appearance who were in the 
court room to stand up and then I asked the woman if the 
first was the murderer. She promptly answered '' No.'' 

*' But," I said, '' he resembles the murderer, doesn't he ? 
He is of the same height ? " 

'' Oh, no/' she answered, ^' he is much taller." 

Requesting the first man to sit down, I pointed to the 
second and asked : 

'' This man is of the same height as the murderer, is he 
not?" 

'' Yes, exactly," she replied. 

'' How tall are you ? " I asked the man. 

'' Five feet seven," he replied. 



LESSON V 29 



He was told to sit down and the third man, who had a 
head of most brilHant red hair, was brought forward. 

'' You said the murderer had red hair like this man, did 
you not ? '' 

'' Oh, no ; he had brown, curly hair." 

" Were his eyes like this man's ? " 

'' No, they were brow^n." 

The fourth man, who had very fine teeth, was asked to 
open his mouth. 

" Were the murderer's teeth like this man's ? " 

** No, he had two gold teeth, one on each side." 

The fifth man was rather stout. I asked the w^oman if 
she thought the murderer was about his size. 

" Yes, he was just about his size," she replied. 

" How much do you weigh ? " I asked him. 

^' One hundred sixty pounds," he answered. 

I told him to take his seat, then I said : 

'' We find from this woman's testimony that the mur- 
derer was about five feet seven in height, weighed one 
hundred sixty pounds, had dark, curly hair, brown eyes, 
and two gold teeth." 







EXERCISES. 




For 


phonic 


drill: — 


. 


be 




he me 


we 


he.;e 




mere sphere 


eve 


see 




feet deep 


queen 


beach 




fear east 


clear 


belief 




chief field 


piece 



&. Ask questions to zvhich the following are correct 
anszvers: — 



30 AN INTERMEDIATE COURSE IN ENGLISH 

I. He looks like his father. 2. No, he is very short. 
3. Her eyes are blue. 4. I weigh one hundred twenty 
pounds. 5. Five feet and eight inches. 6. No, but 
she has beautiful eyes. 7. Because he is not strong. 

c. Select eight descriptive adjectives in the reading les- 
son and use each of them in an original sentence, 

d. For oral or written composition, explain how the fol- 
lowing articles differ in appearance: — 

A palm tree and a coffee tree ; A dollar bill and a news- 
paper ; A ruler and a lead pencil ; An ocean and a desert ; 
A globe and an apple; A picture and a flower. 

e. For translation into English: — 

1. Dos personas con frecuencia se parecen pero no en 
todas las facciones. En el mundo hay millones de gentes 
y no hay dos que scan exactamente iguales. 

2. Unos son bajitos y gruesos ; otros son altos y del- 
gados. El hombre fuerte tiene los hombros cuadrados 
y el debil tiene los hombros redondos. 

3. La complexion varia mucho. Unas razas son 
rubias y otras morenas. Las rubias generalmente tienen 
el pelo claro y las morenas tienen pelo negro. 

4. El color y la expresion de los ojos y el tamano 
y la forma de la boca pueden contribuir a la belleza del 
rostro. 

5., Nosotros podemos describir una nifiita diciendo que 
es encantadora 6 bonita. A un hombre bien parecido lo 
llamariamos simpatico 6 hermoso. 

6. Nuestras ideas sobre la belleza varian mucho. 
Entre algunas razas la nariz ancha y los labios gruesos 
se consideran bonitos. Una mujer alta y bien formada 
es de apariencia agradable. 

7. Washington era un hombre alto, de ojos grises y 
pelo castano. £l siempre mantenia un aspecto serene 



LESSON VI 31 



y digno y todo el mundo lo miraba con respeto y esti- 
macion. 

8. Milton era tan hermoso que algunas veces le decian 
'' la Dama del Colegio/' Llevaba el pelo partido en el 
medio y lo tenia muy largo. Era de estatura algo baja, 
pero de apariencia siempre elegante. 

9. La mujer en el banco de los testigos estaba descri- 
biendo el asesino. El juez dijo que ella no estaba decla- 
rando la verdad. Ella dijo que un hombre era mas alto 
que el asesino y que otro era exactamente de la misma 
estatura. 

10. El testigo tenia el pelo Colorado y un diente de 
oro. Dijo que pesaba ciento cincuenta libras y que tenia 
exactamente seis pies de estatura. 

11. El juez era delgado. Tenia los ojos muy bri- 
llantes y el pelo gris rizado. Su aspecto era muy digno. 



LESSON VI. 



SELECTIONS FOR READING. 



PERSONAL CHARACTERISTICS (Continued). 
A person who is not good-looking may be plain, unat- 
tractive, homely, ugly, or repulsive. A face which reflects 
good health and a good temper may be plain or even 
homely, but it is seldom unattractive, and never ugly or 
repulsive. An ugly or repulsive face almost certainly in- 
dicates a bad character, for the thoughts of the mind must 
sooner or later find outward expression. Yet lack of 
beauty does not indicate lack of the highest mental qual- 
ities, and the plainest persons are often the most lovable. 



^2 AN INTERMEDIATE COURSE IN ENGLISH 

A CHARACTER IN A RECENT NOVEL. 

He was a slender young man not more than twenty-one 
or twenty-two years old, with rather a grave and thoughtful 
expression. His face was not handsome — indeed, it 
might truly be called very plain. His eyes were not of 
equal size or strength and he wore large spectacles; his 
nose was too flat and his mouth too large, while his ears 
stood out from his head like half spread wings. But a 
heavy, brown mustache partly covered the large mouth, 
and the curly hair of the same shade above his high fore- 
head was almost beautiful. 

THE BABY. 

The baby was always well and never gave anyone trou- 
ble ; he had so sweet a temper and ways so charming that 
he was a pleasure to everyone, and he was so beautiful to 
look at that he was quite a picture. Instead of being a 
bald-headed baby, he started in life with soft, fine gold- 
colored hair which curled up at the ends. He had big 
brown eyes, and long eyelashes and a beautiful little face. 
He had so strong a back and such sturdy legs that when 
he was nine months old he learned suddenly to walk. His 
manners were so good that it was delightful to make his 
acquaintance. 

Frances Hodgson Burnett. 

THE BOY. 

He was one of the finest and handsomest little fellows 
that was ever seen. He had a strong, graceful little body 
^nd a manly little face. He held his childish head erect 
and carried himself with a brave air. He looked so much 
like his father that it was really startling. He had his 



LESSON VI SS 



father's golden hair and his mother's brown eyes. They 
were innocent and fearless eyes. He looked as if he had 
never feared or doubted anything in his life. 

Idem, 
the earl and the boy. 

What the boy saw was a large old man with shaggy white 
hair and eyebrows, and a nose like an eagle's beak between 
his fierce, deep eyes. What the Earl saw was a graceful 
childish figure with golden hair waving about a handsome, 
manly little face, and childish eyes which met his with a 
look of innocent good-fellowship. 

Idem, 
a description of coleridge. 

At first, that is, for about three minutes, I thought him 
very plain ; he is pale, thin, has a wide mouth, thick lips 
and not very good teeth, longish, half-curling, rough, black 
hair. But if you hear him speak for five minutes, you 
think no more of them. His eye is large and full, and not 
very dark, but gray ; he has fine dark eyebrows and an 
overhanging forehead. 

Dorothy Wordsworth. 

HE didn't want to LIVE. 

Walter Hanson, the lawyer, used to be called the '' home- 
liest man in ]\Iissouri/' I am not sure that Walter deserved 
such a title, but certainly I never saw a man who had 
a better right to it. He was tall and thin ; one shoulder 
was higher than the other, and his arms were unusually 
short; his hands were large and bony. His features were 
irregular; his nose w^as long and sharp with wide nos- 
trils; his mouth was of enormous size, and his teeth — 
well, I have never heard that anyone likened them to rows 



34 AN INTERMEDIATE COURSE IN ENGLISH 

of pearls; they were undoubtedly useful, but not pretty. 
His cheek bones were prominent and his ears like an ele- 
phant's. His rough hair had once been brown, but had 
turned to a dingy gray. Besides all this Hanson took such 
pride in his reputation for ugliness that he had cultivated an 
expression of mingled foolishness and ferocity that would 
have excited alarm in a state prison. 

But one time Hanson was startled out of his pride. He 
was riding on his bony horse along a country road when 
he suddenly met a countryman with a gun over his shoulder. 
If ever there was a man who might have been said to be 
uglier than Hanson, this was the one, and for a moment 
the two men looked at each other without speaking. Then 
the countryman seized his gun and leveled it at the as- 
tonished lawyer. 

'' Here,'' shouted Hanson, '' what are you going to do ? 
Put that gun down ! ■' 

'' No, sir,'' said the countryman, '' I am going to shoot 
you. I have always declared that if I ever saw a homelier 
man than I, I would kill him." 

" Do you think I am homelier than you are ? " asked 
Hanson, looking at the grotesque figure before him. 

'' You certainly are," answered the man with the gun. 

'' Very well, then," said Hanson in a tone of resignation, 
'' if tliat is true, I don't want to live. Hurry up and shoot." 





EXERCISES. 




For phonic 


drill: — 






end 


west 


seven 


step 


head 


pleasant 


ready 


Heaven 


said 


again 


friend 


member 


respect 


fresh 


exactly 


extremely 



LESSON VI 35 



b. Give a description (i) of a handsome zvoman; (2) of 
a homely man. 

c. Give antonyms'^ of the following words: — 

Pretty ; tall ; strong ; bad ; blonde ; broad ; ugly ; slender ; 
large; thick. 

d. Give the principal parts of the following verbs: — 
Find ; refer ; lose ; try ; tell ; sit ; think ; speak ; ride. 

e. For oral or written composition: — 

What is a baby? What is a servant? What are 
pearls? Hoav are teeth like pearls? Why does hair 
turn gray? Where is Missouri? Suggest some things 
which give people trouble. Suggest some which are 
a pleasure. What does a lawyer do ? What is a prison ? 
Describe an elephant. 

f. For translation into English: 

1. Muchas personas son de facciones ordinarias y poco 
atractivas en la apariencia, pero pocas tienen la cara fea 
6 repulsiva. Los pensamientos de la mente encuentran 
expresion exterior en la apariencia. 

2. Una persona bella puede ser poco simpatica ; la 
cara bonita no indica siempre las altas cualidades men- 
tales. 

3. El joven llevaba los espejuelos que cubrian en 
parte sus pequeiios ojos. Sus ore j as resaltaban de la 
*cabeza y su boca era demasiado grande. Su nariz era 
derecha y su frente alta. 

4. Un nene que esta bueno tiene ordinariamente una 
buena disposicion. Un nene bueno nunca da molestias a* 
nadie, sino es un deleite a todo el mundo. 

5. Un niiio fuerte puede aprender a andar cuando 
tiene nueve meses de edad. La mayor parte de los ninos 
no andan antes de un aho de edad. 

*That is, words directly opposed in meafiing; e.g., High — low; East — west. 



36 AN INTERMEDIATE COURSE IN ENGLISH 

6. El vie jo tiene el pelo bianco y aspero y pestanas 
largas sobre los feroces ojos. Su nariz es encorvada 
como el pico de un aguila. 

7. Dice que es abogado, pero no merece tal titulo. 
Representa un jibaro. Nunca he visto semejante ex- 
presion de tonteria. 

8. iEs aquel el caballo de V., Seiior Brown? No, 
senor, mi caballo es grande y hermoso, las extremidades 
bien formadas. ^ Aquel caballo es pequeno y huesudo y 
tiene las ore j as como un elefante. 

9. Una vez yo andaba por un camino en el campo con 
un fusil al hombro cuando' vi una bestia feroz. Apunte 
mi fusil y lo descargue, hiriendola en el ojo. 

10. I Cual de estos dos hombres es mas feo? Estoy 
seguro que no lo puedo decir. El alto tiene las facciones 
mas feas, pero el mas bajo tiene la peor figura. 



LESSON VII. 



SELECTIONS FOR READING. 



OUR CI.OTHING. 

We read in the Bible that Joseph had a coat of many 
colors, given him by his loving father. No doubt Joseph 
felt as happy when he put on his showy coat as does the 
boy of today who has a bright new suit. For many years 
men were accustomed to wear bright colored clothing, 
but the men of our time have abandoned the many colored 
coats for all ordinary occasions. At a wedding or a re- 
ception the men wear only black ; and while business suits 
may be of brown or blue or gray, they are never of the 
bright colors that distinguish the ladies' dresses. On occa- 



LESSON VII 37 



sions of ceremony a gentleman wears a black frock coat or 
an evening dress coat, a vest, or waistcoat, of black or 
white, black trousers, a black or white cravat, black shoes 
and stockings, and a black hat. His shirt, his collar and his 
cuffs are, of course, of white linen. 

The lady who accompanies him on such an occasion may 
wear a gown of white, or red, or pink, or green, or any 
other color or combination of colors that may please her 
taste. The reporters fill columns of the newspapers with 
descriptions of the dresses worn by the ladies at any social 
gathering, but have to say of the men only that they wore 
the "conventional black/' 

The cloth of which our clothes are made is of cotton, 
linen, wool or silk: cotton is the cheapest; linen and silk 
the most expensive: In cold countries woolen clothing is 
needed, but in the tropics cotton and linen are much more 
comfortable. 

Men's clothes are made by a tailor or may be bought 
*' ready made." Ready made clothes are manufactured in 
large quantities in factories and are usually much cheaper 
than clothes made ''to order " — that is, by a tailor, but 
often they do not fit so well as the tailor made garments. 

Women's clothes are made by a dress maker, who must 
always know how to cut and trim a gown in the latest 
fashion. The fashions change from year to year to such 
an extent that a dress made a few years ago appears 
ridiculous today. One year the ladies wear tight sleeves 
and the next year each of the sleeves may be larger than 
the waist; then the sleeves are. made so long that they 
cover the hands, and perhaps a year later they are made to 
come only to the elbow. Fifty years ago the ladies wore 
skirts so large that they must have found it difficult to 
walk along the street; a little later the skirts were made 



SS AN INTERMEDIATE COURSE IN ENGLISH 

smaller, but with a train which dragged behind or had to 
be carried over the arm. 

The old styles seem strange and almost ridiculous to us 
now, but somehow we always think the present fashion 
the most sensible, and are usually willing to adopt it. 

A traveler's description. 

The Annamites dress in silk and cotton — the rich in ' 
silk and the poor in cotton; but whether of silk or of 
cotton, the form of their garb is always the same. They 
wear wide trousers fastened around the waist by a silk 
sash, and a robe which comes down to the knees. Occa- 
sionally they put a shorter robe over that : both open on the 
right side, but closed with five or six buttons. The men's 
sleeves are very wide, and so long that they cover the 
hands and fall below the ends of the fingers. The women, 
who in other ways dress exactly as do the men, have their 
sleeves somewhat shorter in order to exhibit their gold 
bracelets. 

Out of doors men and women alike wear high straw 
hats, fastened under the chin. Indoors the women go 
bareheaded, often allowing their fine black tresses to hang 
loose down their backs almost to the ground. The women 
are certainly not good-looking, but they have pleasant 
faces and handsome eyes. 

Old men alone wear shoes : the people generally prefer 
to go barefooted. 

THE NEW SUIT. 

One evening the moon said, '' I have seen the soldier 
who has just been made an officer, put on his new uniform 
for the first time. As he stood erect in his bright scarlet 
coat with gleaming gold buttons he showed the satisfaction 



LESSON VII 39 



he felt. And I have seen the young bride in her w^edding 
dress, looking like an angel robed in v^hite. 

'' But the most perfect delight that I have ever seen was 
shown by a Httle boy. He had just laid aside the skirts 
which he had worn from his babyhood, and for the first 
time had put on boy's clothes — little trousers that came to 
his knees, long stockings and a little coat that buttoned up 
to his chin. He could hardly wait to button his coat 
before he ran out to show himself to his father. 

'' ' See, Papa,' he cried, ' I'm not a girl any longer ! I'm 
a real boy now ! ' 

'' ' Bless me! ' said his father, ' you will soon be wearing, 
my old clothes !' " 

'' And they both laughed, and the father seemed almost as 
pleased as did the child." 

Adapted from Hans Christian Andersen. 



a. 



EXERCISES. 




For phonic drill: — 




I lie high 


eye 


my fly try 


sky 


bright light height 


sight 


child kind idle 


Bible 


island size sign 


guide 



b. Describe the clothing that yoit commonly wear. 

c. Describe the Alcalde — his appearance and dress. 

d. Use each of the words in the first column in a ques- 
ttct and the corresponding zvord in the second column 
in'n anszi'cr to the question: 



40 AN INTERMEDIATE COURSE IN ENGLISH 



(I) 


(2) 


shoes 


barefooted 


color 


green 


hat 


straw 


shirt 


linen 


tailor 


ready-made 


fashion 


ridiculous 


dress 


silk 


good-looking 


handsome 



For oral or written composition: — 
What is the Bible? Who was Joseph? What is a 
wedding? What is a reporter? What are the tropics? 
What is a factory? Why do soldiers wear uniforms? 
What is an angel? Why do people wear hats? 

For translation into English: — 

1. El padre carinoso de Jose le dio una casaca de va- 
rios colores. Leemos en la Biblia que Jose usaba su 
casaca y parecio muy contento. 

2. Para las ocasiones ordinarias los hombres no 
tienen la costumibre de llevar la ropa de brilliantes co- 
lores. Los trajes de trabajo no son siempre negros, perc 
para las ocasiones de ceremonia los hombres llevan sol?- 
mente el traje negro. 

3. Una senora puede usar un vestido de cualqu^r 
color que le guste a ella. Una senora que tiene la con- 
plexion rubia puede usar verde 6 azul ; una morena pu'de 
usar amarillo 6 Colorado. 

4. La ropa se hace de algodon, hilo, lana 6 seda El 
algodon es barato, los otros articulos son mas caros . 

5. La ropa para sefiores que se hace en las faricas 
es ordinariamente barata. Las prendas hechas pr un 
buen sastre deben ajustarse mejor que la ropahecha 
que se vende en las tiendas. 



LESSON VIII 41 



6. Una costurera debe conocer la ultima moda. No 
debe hacer las mangas largas cuando las mangas cortas 
son a la moda. Tiene que saber cortar una blusa y 
adornar una falda. 

7. i Ha visto V. al soldado con su unif orme y a la 
novia con su traje de boda? El unif orme del soldado es 
escarlata y el traje de la novia es bianco. 

8. El niiiito echo a un lado las faldas y por primera 
vez se puso la ropa de un niiio. Apenas pudo esperar a 
presentarse a su padre y a sus companeros. 

9. Su padre estaba muy contento de ver los panta- 
lones pequenos y la pequefia casaca. '' Ya no soy niiia/' 
dijo el niiio, y el padre se sonrio. 

10. Los ricos pueden vestirse de seda y los pobres 
de algodon. Pero todos tienen que llevar trajes de la 
misma moda. La ultima moda me parece muy ridicula. 

11. Los sefiores nunca guardan los sombreros puestos 
en la casa. Las seiioras frecuentemente pasean al aire libre 
descubiertas y llevan los sombreros en la casa. 

12. Los niiios generalmente prefieren andar descal- 
zos. Las modas les dan a ellos pocas molestias. Pero 
los hombres y las mujeres usan zapatos. 



LESSON VIII. 



SELECTIONS FOR READING. 



OUR FOOD. 



The American custom is to have three meals a day — 
breakfast, dinner and supper, or breakfast, lunch and din- 
ner, according to convenience and local custom. Dinner 



42 AN INTERMEDIATE COURSE IN ENGLISH 

is the most important meal ; some people prefer it in the 
middle of the day, and some at night. In the country it 
is usual to have dinner at noon, but in the city most people 
dine at night. This has probably come about because in 
the country all the members of the family are at or near 
the home all day, and can meet at the dinner table at noon ; 
while in the city it frequently is the case that the children 
are away at school and the men are at their offices or 
places of business all the day, and the family can come 
together only at night. 

Breakfast is a light meal, although steak or eggs may be 
served. For lunch or for supper cold meats and other 
dishes not requiring extensive preparation are usually 
eaten. 

The traditional American dessert is pie, while the tra- 
ditional dessert of England is plum pudding. We can 
hardly imagine a real Englishman without his roast beef 
and plum pudding, nor a real American without beef -steak 
and pie. 

At breakfast some people drink coffee or chocolate; a 
great many take tea: with dinner either tea or coffee may 
be served, but with supper tea is almost universal. 

WHERE THEY CAME FROM. 

The dinner bell rang but every one seemed to be busy. 
Nobody came to dinner. 

'' I am getting cold,'' said the soup. 

" And I am getting warm,'' said the butter. 

" How dull it is ! " said the carving knife. 

'' Let us talk awhile," said the bread. '' We see each 
other frequently, but we are not very well acquaintedo" 

'' Did you speak to me? " asked the meat. 

'' No," said the bread, '' I know you very well. You are 



LESSON VIII 43 



one of the legs of a sheep. Only a few days ago you 
were walking about in the grass/' 

" Yes/' said the mutton, '' and you were growing in a 
wheatfield." 

'' But that was a long time ago/' said the bread. " I 
have been through the mill since then, and that takes time." 

'' I came from under the ground/' said the potato. '' It 
is dark there, but I like dark places." 

'' So do I/' said the turnip. '' And so do those onions 
over there." 

'' We came from Spain/' said one of the onions. 

A cucumber began to laugh. '' Hear those onions ! " 
said he. '' They say they are Spanish onions, but they 
grew down in our field. I lay on the ground and laughed 
at them when they were pulled up yesterday." 

'' Well/' said a bunch of raisins on the side table, 
" Look at me ! I came from Spain. Once I was a hand- 
some bunch of grapes, but that was before I was dried in 
the sun." 

'' I came from India on the other side of the world," 
said a piece of ginger. He was thin and was covered 
with sugar. 

'' And so did I," said the pepper. 

'' I came from Vermont," said the vinegar, '* And 
though now I am so sour, I was made from a sweet red 
apple." 

" I came from China," said a voice from the teapot. 
*' Once I was a green leaf, but now I am dry and brown." 

'' I came from the most beautiful place, I am sure," said 
the sugar. '' I grew in sunny Porto Rico." 

THE COUNTRY MOUSE AND THE CITY MOUSE. 

A very fine mouse from the city once went to visit an 
old friend who lived in the country. The country mouse 



44 AN INTERMEDIATE COURSE IN ENGLISH 

was a rough fellow, and his manners were not very fine. 
But he was glad to see his city friend and did all he could 
to make things pleasant. From the food which he had he 
brought out his best ; there were dry beans, and grains of 
wheat and some rice, and for dessert, a fine apple core. 
The city mouse turned up his nose at this poor fare and at 
last he said, '' How can you bear to eat such food as this 
every day? Come with me to the city where you can be 
happy and enjoy yourself/' 

After a while he persuaded the country mouse to go 
with him to the city, and they went the next day and came 
to the home of the city mouse late at night. 

The city mouse was very polite, and after they had 
rested a little while he took his friend into the great dining 
room. On the table they found what had been left of a 
fine supper. Soon they were busy eating cakes and 
cheese and other good things, but suddenly the door 
opened, and the mice had to run for their lives. The 
country mouse was almost ready to die with fear, for two 
great dogs had come through the door and chased them out 
of the room. 

But soon the house was quiet again, and the country 
mouse said to his city friend, '' If this is city life you may 
enjoy it as you will, but I want none of it; give me my 
coarse food and my poor home in the country, where I 
can live without fear.'' 



EXERCISES. 




For phonic drill: — 




dim dinner individual 


dismiss 


thin thick thing 


this 



LESSON VIII 45 



India Italian Christian children 

listen minute pretty visit 

risen initial imagine vinegar 

b. Ask a question about each of the following named 
articles: — Coffee; beef -steak; eggs; butter; bread; mut- 
ton ; onions ; potatoes ; salt ; vinegar. 

c. Explain the meaning of the following phrases: — 
A rough fellow; to make things pleasant; to enjoy your- 
self ; to run for their lives ; ready to die with fear. 

d. Define the following words: — Important; tradi- 
tional ; universal ; busy ; acquainted ; sunny ; local. 

e. Give the principal parts of the following verbs: — 
Meet ; eat ; drink ; ring ; grow ; take ; dry ; bring ; bear ; 
find; run. 

/. For oral or written composition: — 

What is the Porto Rican custom in regard to meals? 
What is the difference between a de^rt and a dessert? 
From what animals do we get beef and mutton? In 
what ways are eggs prepared for eating? How is coffee 
made? Of what use is sugar? Vinegar? Pepper? 
From what is cheese made? 

g. For translation into English: — 

1. Yo prefiero almorzar a las siete. Generalmente 
tomo cafe por la manana y al medio dia tambien. Tenga 
la bondad de darme algunos huevos esta manana. 

2. Los ninos todos estan hoy en la escuela. Co- 
meremos a las cinco y media, i Quiere V. carne y papas? 
Si, y los postres tambien. Para los ninos los postres son 
muy importantes. 

3. Yo escasamente puedo imaginar una comida sin 
buena sopa y la carne asada. Esta sopa esta fria y el 
agua esta caliente. No hay sal en la mantequilla ni 
azucar en el te. 



46 AN INTERMEDIATE COURSE IN ENGLISH 

4. iHa visto V. a mi hermano? Yo frecuentemente 
he visto a su hermano, pero no nos conocemos bien. 
Esta ahora en el comedor y estara muy contento de verle 
a V. 

5. No hace muchos dias vi un hermoso racimo de 
pasas en la mesa, y mi padre me dijo que vino de Es- 
pana. Las manzanas, que son tan dulces, vinieron de 
los arboles de nuestro campo. 

6. El juez no es un hombre hermoso, pero V. no debe 
reirse de nadie. Es buen amigo de su padre y manana 
comera con nosotros. 

7. A mi no me gusta un cuarto oscuro. i Prefiere V. 
ir afuera? Si, he vivido en el asoleado Puerto Rico y 
el sol no me molesta. 

8. Hablemos de nuestros amigos que viven en el 
, campo. Sus modos no son finos pero cuando vamos a 

visitarles hacen lo posible para hacernos las cosas 
agradables. Siempre se alegran mucho de vernos. 

9. Los ratones me dan mucha molestia. Comen el 
bizcocho y el queso. No podemos dejar nada en la mesa 
del comedor. Quisiera tener un perro que los matara 
6 ahuyentara fuera de la casa. 

10. iEs costumbre americana tener la comida al 
medio dia? Algunas veces se come al medio dia, pero 
en las ciudades la mayor parte de la gente come despues 
de las seis de la tarde. Toda la familia puede reunirse 
a esa hora. 



LESSON IX 47 



LESSON IX. 



SELECTIONS FOR READING. 



.THE WEATHER. 

There are few subjects of greater general interest than 
the weather. The newspapers may publish column after 
column about the wedding of the king of Spain or the 
voyages of the king of England; they may have much to 
say about the theories of the President and the doings of 
Congress; they may print stories of wars in the East and 
battles in the West. Each of these things will interest 
many readers, but the few lines which announce what 
weather may be expected tomorrow and the next day will 
be of more immediate interest to nearly every reader. No 
other subject of conversation is so common as the weather 
and its changes. In the tropics the weather does not 
change so frequently as in northern lands. There, not 
only are there the great changes from season to season — 
from the bitter cold of winter to the intense heat of sum- 
mer — but there are often very great changes in a single 
day. Perhaps in the early morning it may be pleasant, 
with the wind blowing from the west or from the north. 
Soon the wind may change and the sun hide behind a 
cloud : the air grows cold and rain or snow may fall. The 
storm may continue for days or perhaps only for a few 
hours. Sometimes in the course, of a few minutes the 
thermometer, which indicates the temperature, may rise or 
fall many degrees. In the so called temperate zones, one 
must always be prepared for any change of the weather. 



AN INTERMEDIATE COURSE IN ENGLISH 



THE FLOWER S THANKS. 

A little flower lay drooping on the ground under an 
August sun. For days there had been no rain. The earth 
was dry and hard. The little flower had held up its open 
mouth for rain, but no rain had come. And now it was 
dying of thirst. 

As it lay dying a shadow passed over the sun. The 
air became dark. Heavy thunder rolled. Flashes of light- 
ning chased each other across the sky. The birds hushed 
their singing. The very leaves of the trees stood still. 
At last two big drops fell at the root of the little flower. A 
moment, and then the air was full of raindrops. They 
lifted the dying flower. They washed it, fed it, and 
brought it back to life. 

When the sun broke through the clouds, two great tears 
glistened on the flower's little cheek. They were tears of 
thankfulness. Then the flower lifted up its voice and 
said, '^ Thank you, raindrops, — good raindrops, — you 
have saved my life.'' 

But the raindrops answered, '' Do not thank us ; thank 
the clouds ; they sent us." 

Then the flower Hfted up its voice and said, '' Thank 
you, clouds, — good clouds, — you have saved my life." 

But the clouds answered, '' Do not thank us ; thank the 
sun. It saw you dying, and called us from the ocean. 
The winds heard you sighing, and brought us here to help 
you." 

Then the little flower turned to the wind and the sun. 
The wind bent down to the earth, and stopped for a mo- 
ment to hear its words. The sun sent down its beams to 
receive the flower's message. '' Thank you, wind, — good 



LESSON IX 49 



wind/' said the little flower. '' Thank you, sun, — good 
sun, — you have saved my life." 

''Do not thank us,'' said the sun and the wind; ''thank 
the good God. He saw you dying ; he heard your sighing ; 
he took pity on you. We, the sun and winds and clouds 
and falling raindrops, are only the givers of his bounty." 

'And the flower breathed a prayer of thanks to the great 
and good God. 

Lyman Abbott. 

which was the stronger? 

One day, the sun and the wind had a long talk about 
which of them was the stronger. 

" I am stronger than you," said the wind to the sun. 

" I think that you are not half so strong as I am," said 
the sun to the wind. 

" Let us see which is the stronger," said the wind. " Do 
you see that tall man down there in the road ? " 

" I do," said the sun. 

"Well," said the wind, "the one that can make him 
take ofif his coat is the stronger." 

" Very well," said the sun. " We shall now see which 
is the stronger." 

Then the wind started to blow in a calm way and ended 
with a big roar. But, blow as hard as he might, the man 
did not take ofif his coat. 

Then the sun said, " I will make him take ofif his coat." 
The sun became very bright and very warm. 

Before long, the man said : " It is very warm. I must 
take ofif this thick coat." 

He did so and sat down to rest under a big palm tree.. 



no 


potato 


know 


blow 


hoe 


toe 


coarse 


coast 


course 


shoulder 



50 AN INTERMEDIATE COURSE IN ENGLISH 

EXERCISES. 

a. For phonic drill: — 
go so 
grow sow 
foe doe 
boat coat 
dough court 

b. Make a statement about each of the follozving: — 
Flowers ; sun ; rain ; snow ; thermometer ; clouds ; thun- 
der ; ships ; apples ; the King of Spain ; the President of 
the United States ; the Governor of Porto Rico. 

c. Explain the meaning of the following phrases: — -' 
Dying of thirst ; broke through the clouds ; lifted up 

its voice; breathed a prayer. 

d. Give the principal parts of the following verbs: — 
Hide ; grow ; rise ; fall ; lie ; hold ; stand ; feed ; bring ; 

send; bend; think; become. 

e. For oral or written composition: — 

What is a newspaper ? What does Congress do ? Why 
is it hot in summer and cold in winter? What is 
snow? What is a thermometer? Where do clouds 
come from? What causes lightning? Thunder? What 
kind of weather do we have in Porto Rico? 
/. For translation into English: — 

1. El tiempo es un asunto de interes general. Los 
periodicos por lo general anuncian diariamente que tiempo 
puede esperarse que haga el dia siguiente. Todos los 
que leen el periodico se interesan mucho en el tiempo y 
los cambios que tiene. 

2. En las zonas templadas el tiempo cambia con mucha 
frecuencia. Puede que haga tormenta por la mahana y 
que sea muy agradable antes del medio dia. 



LESSON X 51 



3. En el invierno nosotros tenemos frio intense y en 
verano tenemos un calor sofocante. Ademas de esos cam- 
bios de.una estacion a la otra, con frecuencia hay cambios 
en un solo dia. 

4. El termometro marca la temperatura. Unos dias 
la temperatura sube 6 baja hasta veinte 6 treinta grados. 

5. Una florecita yacia marchita en la tierra seca. 
Hacia dias que no llovia y la flor estaba muriendose de 
sed. 

6. For fin el sol se oculto detras de una nube, sono 
el trueno y se vio el centelleo de los relampagos. Pronto 
el aire se lleno de gotas de agua que lavaron la flor y 
la alimentaron. 

7. La flor estaba muy agradecida. a las gotas de agua 
y a las nubes. El viento trajo las nubes desde el oceano 
y salvo la vida de la flor. 

8. El viento parece que es mas fuerte que el sol, pero 
el sol levanta el agua del oceano y forma las nubes. 

9. El viento no podria hacerle quitar el gaban a un 
hombre. Cuando el sol se puso caliente y brillante el 
hombre dijo : '' Hace deniasiado calor. Me tengo que 
quitar el gaban.'' 

10. Hace un dia agradable. El viento esta soplando 
suavemente y el sol claro esta brillando. Sentemonos a 
descansar bajo una palma. 



LESSON X. 



SELECTIONS FOR READING. 



WORK. 

No one can live without work of some kind, and the peo- 
ple who are most successful in the world are always those 



52 AN INTERMEDIATE COURSE IN ENGLISH 

who have worked the hardest. Many people work only 
with their hands, digging or cutting, or performing some 
other task which recjuires no special training or education: 
such work is known as " unskilled labor," and those who 
perform it are always poorly paid. Other men, who have 
learned some useful trade, work not only with their hands, 
but also with their minds ; their work is " skilled labor," 
and they are always well paid. Carpenters, smiths, shoe- 
makers, tailors, cooks, and plumbers are skilled laborers. 

Then there are the people who work more with the mind 
than with the hand, such as teachers, doctors, lawyers 
and clergymen, who are called " professional " men ; the 
work of a professional man is a " profession " and re- 
quires very long and expensive preparation. Their work is 
hardest of all, so they ought to be well paid. 

But all kinds of work if equally well done are equally 
honorable. It is a disgrace for anyone to live upon the 
work of others, so long as he is able to support himself by 
his own labor. 

THE PILGRIMS IN AMERICA. 

Many years ago the people known as Pilgrims came to 
America in a small ship called the Mayflozver, They 
were looking for a place in which to make their home, and 
they landed near Cape Cod on the coast of Massachusetts. 
The weather was very cold; the ground was covered with 
ice and snow. In their ship they had little food left and on 
the shore there were no houses. The only people there 
were the Indians and they were not willing to help the Pil- 
grims, but these brave men were not easily discouraged. 
They lived on board of the May/iozv^er until they could cut 
down trees and build a few houses. Then they came on 
shore and began their life in the new country. 



LESSON X 53 



The men built a strong fort and put a fence around their 
houses to keep out the wild animals and the Indians. Some 
of them acted as soldiers and stood on guard about the 
fort all the time, while the others cut down trees, fished, 
hunted, or did other kinds of work. The women also 
worked and even the little children were very busy. It 
was a long, hard winter for all of them. The weather was 
bitterly cold and their food was poor. Many of them died 
before the pleasant days of spring came ; but in the spring 
the sun shone brightly, and the fresh grass, flowers and 
green leaves changed the appearance of all the country. 
Then the Pilgrims planted corn and vegetables and prepared 
for the cold of another winter. 

They worked hard all summer and every day they gave 
thanks to God for their blessings ; when they had gathered 
their harvest in the fall they said, " God has been good to 
us. Let us set apart a day for Thanksgiving." On that 
first Thanksgiving Day they prepared a feast of wild tur- 
keys, and pies made from pumpkins, and cakes, and bread 
made of corn. They asked the Indians to dine with them 
on Thanksgiving Day, and some of them came, dressed in 
their savage robes. The men and the women put on their 
best clothing and at noon on the day which they had set 
apart for thanksgiving they all sat down to enjoy the great 
dinner. 

Such was the origin of Thanksgiving Day, a holiday 
which has been observed in New England and throughout 
all the United States ever since that time. Each year the 
people gather at their homes to eat together and to ex- 
press their thankfulness to God for the blessings which he 
has given them ; and the roast turkey and the pumpkin 
pie always form a part of the Thanksgiving dinner. 



54 AN INTERMEDIATE COURSE IN ENGLISH 

MILES STANDISH AND THE INDIANS. 

Among the men who went to America in the May- 
Hozver was Captain Miles Standish. He was a good man 
and a brave soldier and the Pilgrims gave to him the task 
of guarding the fort. He was a stern, silent man and the 
people were willing to obey him because they believed that 
he was a wise general. He knew that the Indians were 
not pleased to have the white men settle near them and he 
was sure that some day they would make war upon the 
Pilgrims. On that account he worked hard to prepare his 
men to fight and to get guns and ammunition ready. 

One day a soldier came to Captain Standish and told 
him that an Indian was outside the fort with a message 
for him. 

'' Bring him in/' said the captain. 

A moment later a tall Indian came into the room. He 
had long feathers in his hair and paint on his face, accord- 
ing to the custom of the Indians when they are ready to 
go into a battle. 

" I have come/' he said, " with a message of war from 
my people to the white men/' 

Stepping forward he gave to the captain the skin of a 
large snake filled with arrows. Captain Standish took the 
snake skin, but said not a word. Pulling the arrows out, 
he threw them on the floor and then filled the skin with 
powder and balls and gave it back to the Indian. 

'' This is my answer to your message of war," he said. 
*' Tell your people that the white men are ready to fight." 

When the Indians saw the powder and balls and received 
the message of the brave captain they were afraid. They 
decided not to make war^ and for a long time the Pilgrims 
lived in peace. 



LESSON X 55 







EXERCISES. 




a. For 


phonic drill: — 




of 




hot drop 


not 


off 




across collar 


cotton 


ought 




bought brought 


thought 


for 




form morning 


short 



h. Use each of the words in the first column in a ques- 
tion, and the corresponding word in the second column 
in an anszver to the question: — 



(I) 


(2) 


work 


hands 


lawyers 


work 


ought 


hard 


disgrace 


honorable 


Pilgrims 


Mayflower 


plant 


corn 


Thanksgiving Day 


turkey 


message 


Indians 



c. Explain the difference between a trade and a pro- 
fession. 

d. Observe the following zuords, and explain the sig- 
niHcance of the prefix ^^ un " — : 

Unknown (Lesson I) ; unattractive (VI) ; unskilled 
(X). 

e. Define the following words, using each in a sen- 
tence: — 

Unsatisfactory ; unusual ; unwise ; untrue ; uneducated ; 
unlike ; unthankful ; unwilling ; unpleasant ; ungraceful ; 
undignified ; unchanging. 

f. Give the principal parts of the following verbs: — 



56 AN INTERMEDIATE COURSE IN ENGLISH 

Dig ; cut ; pay ; ought ; leave ; begin ; build ; shine ; set ; 
eat; bring; give. 
g. For oral or written composition: — 

Describe a fort. What work does a carpenter do? A 
shoe-maker? A tailor? A cook? A teacher? A doc- 
tor? A soldier? How may messages be sent? Where 
do feathers come from? What is a custom? 
h. For translation into English: — 

1. Los hombres afortunados siempre han trabajado 
con fuerza 6 con sus manos 6 con sus mentes. El ca- 
pitan John Smith decia " El hombre que no trabaja no 
puede comer/' y es verdad que nadie tiene el derecho de 
vivir de la labor de los otros. 

2. Los trabaj adores inexpertos nunca se pagan bien, 
pero el que ha aprendido un oficio litil siempre puede 
soportarse a si mismo y a su familia por su propia labor. 

3. El buen maestro de escuela debe tener una larga 
preparacion. No hay profesion mas honrosa pero hay 
varias que se pagan mas. El que no ama su trabaj o no 
debe ensenar. ( 

4. Cuando los Peregrinos vinieron a America hacia 
un tiempo muy frio, y la tierra estaba cubierta de nieve. 
Desembarcaron en la costa de Massachusetts y empe- 
zaron enseguida a edificar suS' casas. 

5. Los indios no quisieron ayudarles y al fin los Pere- 
grinos guerrearon con ellos. Edificaron una palisada 
grande alrededor de su fuerte y los soldados se mantu- 
vieron en guardia por todo el tiempo, 

6. I Pero las mujeres no pudieron ayudar a los hom- 
bres? Frecuentemente ellas ayudaban a cortar los ar- 
boles. Y los ninos pescaban 6 trabaj aban de varios 
modos. En la primavera plantaban el maiz. 

7. En el dia de accion de gracias tuvieron un festin 



LESSON XI 57 



y comieron pavos y pastelones de calabaza y muchas 
otras cosas buenas. Todos los ninos se piisieron su 
mejor ropa y se sentaron con sus padres para gozar de 
la buena comida. 

8. Dios es siempre bueno para con nosotros. Debemos 
darle las gracias por todos los beneficios que nos ha dado, 

9. El capitan era un hombre austero y callado, pero 
las gentes creyeron que era buen soldado. No tuvo 
miedo de los indios y estaba siempre dispuesto a luchar. 

10. Un indio alto que tenia plumas en el pelo y pin- 
tada la cara trajo un mensaje al capitan. Le dio la piel 
de una culebra llena de flechas. Este fue un mensaje 
de guerra. 

11. El capitan saco las flechas y lleno la piel de 
polvora y balas y la devolvio al indio. Cuando los indios 
supieron que los hombres blancos estaban dispuestos a 
luchar, tuvieron miedo, y durante muchos aiios los Pere- 
grinos vivieron en paz. 



LESSON XL 



SELECTIONS FOR READING. 



OUR KITH AND KIN. 

Every person has, or has had, two parents — a father 
and a mother ; four grandparents — two grandfathers and 
two grandmothers ; eight great-grandparents, sixteen great- 
great-grandparents, and so on, increasing in arithmetical 
progression as we go back from generation to generation. 
Few people can trace their ancestry back for more than 
six or eight generations, and probably no one can claim 



58 AN INTERMEDIATE COURSE IN ENGLISH 

to know the names of all his grandparents and great- 
grandparents for even that number of generations. 

People descended from a common ancestor are said to 
be related or akin to one another. The old Anglo-Saxon 
phrase '' kith and kin '' is sometimes used to include all 
our relatives, those connected by ties of marriage as well 
as our blood relations, 

A man's father-in-law and mother-in-law are his wife's 
parents ; her brothers and sisters become his brothers-in- 
law and sisters-in-law. The phrase " in-law " is added also 
to '' son '' and " daughter," but not usually to any other 
term of more distant relationship. 

THANKSGIVING DAY AT THE BENSON'S. 

Not for half a dozen years had the coming of Thanks- 
giving Day been a matter of such interest to the big family 
in the little house on the Benson farm. Father Benson 
had always found it hard enough to get beans and po- 
tatoes for the every day dinners for the seven little Ben- 
sons ; and when Grandfather Benson had come to live with 
them, and Aunt Harriet Benson with her two children had 
been added to the family, it became a pretty serious prob- 
lem to supply them all with three meals a day. Indeed 
there were many days when what they had for all three 
meals would hardly have been enough for one good dinner. 

But this year the Bensons were to have a real Thanks- 
giving dinner with turkey and cranberry sauce, and veg- 
etables of all kinds — potatoes, turnips and onions — and 
best of all, a real Thanksgiving assortment of pies. There 
were to be at least three kinds of pie, and what 
small boy — or big boy either, for that matter — could 
fail to rejoice at that prospect? The Thanksgiving prep- 
arations had been much discussed ; as far back as the middle 



LESSON XI 59 



of September when the oldest Benson boy had succeeded 
in getting a job in Merrill's grocery store at the munificent 
weekly payment of two dollars, Mother Benson had 
promised the children something good for Thanksgiving 
Day. The children had not forgotten this promise, but 
they had hardly realized what it meant until the last Thurs- 
day of November had really come. That morning they 
had even less than usual for breakfast, but as the prep- 
arations for the great dinner were already well under way 
nobody dared to protest; even the smallest of the Benson 
twins, who always had an appetite which refused to be 
satisfied, only looked eagerly at the closed pantry door and 
ate his little bowl of mush and milk without a word. 

As soon as breakfast was over the little folks were 
banished from the house. Mother Benson and Aunt Har- 
riet, with Sarah, the oldest Benson girl, and Cousin Eme- 
line. Aunt Harriet's daughter, were all busy getting the 
turkey ready for the oven, paring potatoes and cutting up 
pumpkins. They had to set the table with the whitest table- 
cloth and napkins and the very best china. Each of the 
children had a cup and saucer of real china, which on or- 
dinary occasions were not put on the table, but today the 
best of everything was to be used. There were the old sil- 
ver teaspoons which had been a wedding present from Moth- 
er Benson's great-aunt Sally, and the silver-plated knives and 
forks, which could be polished until they looked like real 
silver. Of course, there were hardly enough to go around, 
but there were were half a dozen of each of them, and they 
helped greatly to brighten the table. Indeed there were not 
enough to go around, for besides the Benson family there 
were to be with them Uncle Silas Graham, Mother Benson's 
brother, with Aunt Lucy and the two little Grahams. The 
Benson children were not very well acquainted with these 



60 AN INTERMEDIATE COURSE IN ENGLISH 

cousins, for they lived in the city and very seldom had made 
a visit to their father's old home ; but on Thanksgiving Day 
it doesn't take long for cousins to get acquainted, and half 
an hour after the little Grahams had arrived from the rail- 
road station, they were all playing together in the big barn. 

And then when at last the dinner bell had sounded and 
the whole troop was hurrying to the house, an unexpected 
arrival delayed them for a few minutes. The new arrival 
was Aunt Harriet's oldest daughter Ruth, who- had been 
married the year before and moved to Surry, and who now 
was bringing her husband and little baby to see her mother. 
For a moment it looked doubtful if the little house could 
be made to hold three more, but New England houses can 
always be extended on Thanksgiving Day, and room was 
soon made for them all. 

How they crowded around the two big tables that Mother 
Benson and Sarah had set ! The big folks sat in the dining 
room, and the little folks in the kitchen, for crowd as they 
might, they could never have put everybody, big and little, 
into one room. 

Father Benson asked the blessing and then began to 
carve the big, brown turkey; Mother Benson heaped up 
the potatoes and the turnip on every plate and put generous 
spoonfuls of gravy over it all; Aunt Harriet looked al- 
ternately at her son-in-law and her daughter, and then 
gave loving hugs and kisses to her little grandson, whom 
she had insisted upon holding in her lap. The children 
waited with such patience as they could command until 
their plates reached them, and then lost no time in emptying 
them, and sending them back for another helping. 

Such a good time as everybody had! When the big 
turkey was all gone, the pies were brought on ; everybody 
had three pieces, — apple — mince — pumpkin ; and one of 



LESSON XI 6l 



the Graham cousins almost cried because he could not decide 
which to eat first. And when Uncle Silas brought out the 
bags of candy and nuts which he had brought from the city 
for his nephews and nieces^ the little Bensons could hardly 
express their appreciation. But I have been told that in 
some way or other all the candy and all the nuts soon 
disappeared. Thanksgiving Day comes only once a year, 
and small boys and girls can do wonders at the great feast. 



EXERCISES. 

a. For phonic drill: — {Initial and final consonants). 



flat 


thought 


still 


Spain 


form 


truth 


stout 


screen 


first 


cloth 


strange 


skirt 


five 


thin 


roast 


school 


fine 


thing 


pleasant 


skill 



b. Use each of the following words in an original sen- 
tence: — 

Father ; grandfather ; great-grandchildren ; son-in-law ; 
sister-in-law ; cousin ; nephew ; aunt ; generation ; twins. 

c. Give synonyms ^' for the follozuing zuords: — 
Little; big; hard; to rejoice; usually; banish; busy; 

folks. 

d. Give the principal parts of the follozving verbs: — 
Find ; come ; forget ; mean ; eat ; set ; bring ; put ; hold ; 

send. 

e. Explain the phrases: — 

A Thanksgiving assortment of pies ; for that matter ; 
well under way ; asked the blessing ; generous spoonfuls ; 

* That is, words having practically or exactly the same meaning: for ex- 
ample, half a dozen — six; to hurry — to move quickly. 



62 AN INTERMEDIATE COURSE IN ENGLISH 

looked alternately at ; for another helping ; could hardly 
express their appreciation. 

/. For oral or written composition: — 

How far can you trace your ancestry? What are 
distant relatives ? Near relatives ? How is Thanksgiving 
Day observed in Porto Rico? What is a problem? A 
serious problem? How much did the oldest Benson boy 
earn per year ? What relation was Mother Benson to the 
Graham children ? What relation was she to Ruth ? To 
Ruth's son? What is a railroad station? 

g. For translation into English: — 

1. Tengo dos padres, cuatro abuelos y ocho bisabuelos. 
El hermano de mi padre es mi tio y su hermana es mi 
tia. Los hijos y las hijas de mi tio son mis primos. 

2. El pueblo americano no todo desciende de un pro- 
genitor comun. Muchas de las familias de Nueva In- 
glaterra trazan su linaje desde los Peregrinos que vi- 
nieron a America en el '' Mayflower." 

3. El padre de su esposa es su suegro y su madre es 
su suegra: el esposo de su hija es su yerno y la esposa 
de su hi jo es su yerna. 

4. La comida en el dia de accion de gracias es asunto 
de mucho interes. Tienen que poner en la mesa el pavo 
asado y todas clases de legumbres. Los pequeiiitos tienen 
apetitos que no pueden satisfacerse. 

5. Tenemos una gran familia en nuestra pequena 
casa. Mi abuelo y mi tio y cuatro primos han venido a 
vivir con nosotros. Es dificil hacer lugar para tanta 
gente. 

6. I Quiere V. trinchar el pavo y poner las papas en 
los platos? Los ninos ya han comido todo lo que V. les 
dio y quieren otra porcion. Quieren tambien algunos 
bombones y nueces. 



LESSON XII 63 



7. No he olvidado su promesa. V. prometio pagarme 
dos pesos por el saco de papas que le traje desde el 
campo. Quiero el dinero para comprar tin mantel para 
la mesa de mi madre. 

8. Mis primos viven en la ciudad y les veo rara vez. 
i Vienen el dia de accion de gracias? Si, vienen, y en 
poco tiempo nos conoceremos bien. Jugaremos juntos en 
el granero. 



LESSON XII. 



SELECTIONS FOR READING. 



TRAVELING BY SEA. 

When the Pilgrims crossed the ocean they came in a small 
sailing vessel, the Mayflower, and they had to spend many 
weeks on the trip. The hundred passengers were crowded 
into a small cabin where they experienced the greatest dis- 
comfort. For food they had only coarse bread and salt 
meat, dried beans and peas, and perhaps for a little while 
after leaving port, a few fresh vegetables. We can well 
imagine that they found even the snow covered coast of 
New England a welcome change from the disagreeable con- 
ditions on board of the Mayiiower. 

But today the voyage across the Atlantic may be made 
in less than one short week, in steam-ships that are often 
called floating palaces. Modern steam-ships are so large 
that they are hardly affected by the worst storms on the 
ocean. Their many cabins contain everything that is needed 
for the comfort and convenience of their passengers. There 
are very few articles of food which cannot be obtained 
as readily on a steam-ship in mid-ocean as in a city hotel. 



64 AN INTERMEDIATE COURSE IN ENGLISH 

On board the largest ships the most important news of the 
world is received by wireless telegraph and daily news- 
papers are published. 

An ocean voyage, instead of being dangerous and uncom- 
fortable as of old, is now a delightful experience. Every 
year thousands of people cross the Atlantic merely for rec- 
reation. 

THE BOAT RACE. 

The light west wind blowing across the broad expanse of 
the bay had only rippled the surface of the water. A big 
ocean steamer lay at anchor in the harbor, and a dozen 
small sail-boats danced around her, like a flock of eager 
sea-gulls. A little further from the shore lay a huge white 
battle-ship, her decks and spars gleaming in the clear light, 
and her flags proudly waving at bow and stern. Little steam 
launches ran from the ship to the shore and from the shore 
to the ship again, bearing visitors to the big man-of-war. 
Like noisy little children they hastened back and forth, their 
shrill whistles and spluttering engines seeming constantly to 
proclaim their own vast importance. 

At the dock lay a boat from the battle-ship, the crew of 
sixteen sturdy sailors sitting erect, their oars standing up 
in front of them, their eyes on the boatswain standing at 
the stern. The little flag behind him was drooping on its 
staff, as the light breeze hardly lifted it. 

Hurrying down the street came one of the ship's officers. 
He stopped beside the boat at the dock and the boatswain 
raised his hand in salute. 

'' Charlie, can you put me aboard the ship before that 
launch can get there ? " exclaimed the officer, pointing to 
a launch just swinging out from the dock. 

'' If you say so, sir, we'll do it," answered the boatswain 
promptly. 



LESSON XII 65 



'' I do say so ; I have a message that the captain must 
have before the passengers in that launch go aboard/' 

The officer leaped into the boat, and at the word of com- 
mand from the boatswain, the boat's bow swung out, the 
oars fell to their places, and the men bent forward, all with 
the exactness and precision of clock-work. The little launch 
had the start and her noisy little engine was driving her at 
a good speed through the water, but in a moment the man-of- 
war's boat began to gain upon her. Apparently the passen- 
gers on the launch knew that they were being pursued, and 
soon the little craft was being driven at her highest speed. 
The distance between the two boats widened. 

'' Look out, Charlie, or we shall be beaten ! '' said the 
officer. 

'' Never fear, sir, we haven't begun to row yet," replied 
the boatswain. '' If sixteen good men can't beat one little 
engine, I'll leave the navy ! " 

But the sixteen good men were certainly not gaining on 
the launch, and even when they began to row their best it 
appeared that they were unable to overtake the swift craft. 
Steam was showing itself stronger than human muscles. 
But suddenly the steady *' puff-puff " of the launch's little 
engine stopped. Some accident had occurred and the en- 
gineer was trying to find the difficulty and to repair it. 
They were delayed for only a moment or two, but that was 
long enough ; with quick, steady strokes the man-of-war's 
boat passed by and a minute later drew up at the side of 
the battle-ship. 



66 AN INTERMEDIATE COURSE IN ENGLISH 

EXERCISES. 

a. For phonic drill: — 

do who to 

move lose prove 

food moon school 

you group soup 

b. Select eight irregular verbs from the reading lesson 
and nse in original sentences both the present and the 
past tense of each of them. 

c. Put an adjective in place of each dash in the follow- 
ing: — 

I. The '^ May-flower^' was a ship. 2. They 

ate bread and vegetables. 3. Do you hear 

the whistle ? 4. The Pilgrims were men. 

6. The girl has eyes and hair. 7. The 

old fashions seem — , but the present ones are . 

8. A face indicates a character. ^ 9. The 

boy's mouth was and his nose was — — — . 10. 

His manners are and . 

d. Explain the phrases: 

Lay at anchor ; back and forth ; precision of clock-work ; 
had the start ; distance — widened ; look out ; to be 
beaten. 

e. For oral or written composition: — 

Why is salt meat eaten at sea? What is a palace? 
Why does a ship carry flags? What is the purpose of a 
whistle? What is an accident? What is an engine? 
What is the difference between a row-boat and a sail- 
boat? What is a salute? 

For translation into English: — 

I. Los Peregrinos experimentaban muchas incomodi- 



LESSON XII ^"J 



dades cuando cruzaron el oceano en el barco '' Mayflower." 
Los alimentos eran muy malos. 

2. Ahora podemos cruzar el oceano en menos de una 
semana. Un vapor moderno es como un hotel grande. 
Los pasajeros pueden gozar de todas las comodidades. 

3. L"n viaje en el oceano en un vapor grande no es 
peligroso. Los pasajeros reciben las noticias por medio 
del telegrafo sin hilos. Las tormentas no afectan a los 
barcos grandes. 

4. Las lanchas y los pequenos botes de vela navegan 
en los puertos. Ellos no pueden cruzar el oceano. Un 
buque de guerra es un barco muy grande. 

5. Cuando los vapores entran en el puerto suenan los 
pitos y tocan las campanas. Con frecuencia van muchos 
visitantes a bordo de los vapores grandes que estan an- 
clados en el puerto. 

6. Los marineros empleados en la marina usan ropa 
blanca 6 azul. Los oficiales usan uniformes brillantes. 
I Por que es que los marineros saludan cuando los ofi- 
ciales pasan por delante ? 

7. Un bote de remo anda con los remos. I^os hom- 
bres reman el bote. Un bote de vela anda con el viento. 
El viento sopla contra las velas. 

8. Un barco de vapor tiene maquinas grandes. Las 
maquinas hacen andar el vapor con mucha velocidad. Un 
buen vapor es mucho mas veloz que un barco de vela. 

9. Cualquier accidente que le ocurra a las maquinas 
podria retardarnos. Usted tiene que averiguar la difi- 
cultad y componer la maquina. Si ocurre una accidente 
el vapor se parara. 

10. La lancha ha ganado terreno al bote de vela. Los 
hombres del bote de remos han puesto los remos en su 



AN INTERMEDIATE COURSE IN ENGLISH 



lugar. Ellos reman con golpes muy fuertes y hacen an- 
dar el bote hacia adelante con rapidez. 



LESSON XIII. 



SELECTIONS FOR READING. 



TRAVELING BY LAND. 

Changes in modes of traveling on land have been equally 
as great in the past hundred years as the change from the 
caravels of Columbus to the modern ocean steam-ship. 
Formerly people could make a journey only on horseback 
or in carriages, usually over very bad roads or over no 
roads at all. Under the most favorable conditions they 
could hardly travel more than thirty or forty miles a day. 
Now, seated in a comfortable seat in a railway coach, a 
passenger may ride sixty miles an hour. Or in his automo- 
bile, or even on a bicycle, a man may go further in 
an hour than his ancestors could have traveled in a day. 

Perhaps before many years we may ride through the 
air in flying machines, making our way about like the birds. 
But as yet, although men have sailed through the air in 
balloons, no one has discovered a way to fly. 

THE RAILROAD. 

Doubtless nearly every man who has had a new idea has 
been laughed at by the people of his time, and has had 
to struggle with so-called wise men who have not been 
able to recognize the truth. The story of Columbus is very 
similar to the stories of dozens of other men of genius. A 
noted philosopher once said " Not one man in a thousand 



LESSON XIII 69 



has one original idea in all his lifetime, nor can one in a 
thousand recognize the value of another man's idea until it 
has been fully proved." When George Stephenson, in 1829, 
was building the first practical locomotive, the professional 
engineers of the time ridiculed him and called him a fool. 
Newspaper writers said that the locomotive would kill the 
birds and the cows, and declared that if passengers were 
carried at a speed of twelve or fifteen miles an hour they 
would be unable to breathe and would die in the coaches. 

The story is told of a committee of gentlemen who were 
considering Stephenson's plans, and who were not ready to 
believe that his claims could be true. 

'' Now, Mr. Stephenson," said one of the gentlemen, '' do 
you really think your engine could go ten miles an hour ? " 

'' It certainly can," answered the engineer. 

" Perhaps it could go twelve miles an hour?" continued 
the questioner. 

'' Yes, sir, I have no doubt that it can." 

'' Or even fifteen miles an hour? " 

'' Yes, sir, it can go faster than that." 

'' Well, now," said the gentleman, '' suppose a locomotive 
were really traveling at so high a speed, and a cow should 
get in the way. Wouldn't that be a little inconvenient ? " 

'' Yes, sir," answered Stephenson promptly, '' It would 
be very inconvenient — for the cow ! " 

In spite of all opposition the locomotive very quickly 
made a place for itself, and today the world is almost cov- 
ered with a network of railways. The first locomotives 
were small and clumsy; they drew trains of coaches which 
resembled the ordinary carriages drawn by horses on the 
common roads. Modern locomotives and railway cars have 
little resemblance to those used even fifty years ago. 

The dining cars on American railroads are luxurious ho- 



70 AN INTERMEDIATE COURSE IN ENGLISH 

tels on wheels. Each car is a dining room with seats for 
about forty persons, and has a kitchen with hot and cold 
water, china and linen closets, and all the articles of food 
that can be desired. 

Then there are sleeping cars in which travelers make 
themselves at home for long journeys. The seats which 
they occupy by day can be turned into comfortable beds at 
night, so that passengers can sleep as well when riding 
forty or fifty miles an hour as when in their own homes. 

AT THE TICKET OFFICE. 

Passenger. Please give me a ticket to Chicago. 

Ticket Agent. On what train are you going? 

Passenger. On the train leaving at twelve thirty-two. 

Ticket Agent. Here is your ticket; the fare is eighteen 
dollars. 

Passenger. Does that include a berth in a sleeping car? 

Ticket Agent. No, sir. You must get your sleeper at 
the Pullman office on the other side of the room. 

Passenger. Is there a dining car on that train? 

Ticket Agent, Yes, sir; that train has day coaches, 
smoking car and observation car. 

Passenger. Thank you. Now I will get my sleeper 
ticket. {Goes to the Pullman office,) Can you give me a 
berth on the twelve thirty-two train to Chicago. 

Agent. Do you want upper or lower ? 

Passenger. Which is better ? 

Agent. Most people prefer a lower berth. 

Passenger. Well, I think I prefer a lower berth. How 
much is it? 

Agent. Two dollars and a half. Here is your ticket; 
lower fourteen. 



LESSON xni 71 



Passenger. Now I must get my baggage checked. 
Where shall I go? 

Agent, Over there where you see that sign " Outward 
Baggage." 

Passenger, Thank you. {Goes to baggage room,) I 
wish to get my trunk checked to Chicago. 

Baggage Master, Yes, sir. Where is the trunk? 

Passenger, It is just outside the door. 

Baggage Master, Have you your ticket? 

Passenger. Yes, here it is. 

Baggage Master, All right. Here is your check. 

Passenger, Now I am ready to go on board of the train. 







EXERCISES. 






For phonic 


drill:— 






book 


good 


wolf 




could 


would 


should 




full 


put 


pull 




blood 


done 


month 




love 


some 


won 



b. Select eight adverbs from the reading lesson and use 
each of them in an original sentence. 

c. Complete each of the following sentences by the addi- 
tion of two or more words: — 



Formerly people journeyed only- 

Some day we may ride 

No one has 

The people laughed 

The engine can go 



The first railway coaches ■ 



AN INTERMEDIATE COURSE IN ENGLISH 



7. The seats in the sleeping car 

8. When you travel by rail you must 

9. In your trunk you carry 

d. Give the principal parts of the follozving verbs: — 
Ride ; fly ; build ; think ; go ; draw ; sleep ; give ; get. 

c. For oral or zvritten composition: — 

What is a good road? A bad road? Describe a bi- 
cycle. What is a philosopher? What is a fool? What 
is a committee? How does the train of a lady's dress 
resemble a railway train? What connection is there be- 
tween the " china '' used in a dining room and China, 
the country? Why are there no sleeping cars on the 
railroads of Porto Rico? Why is a lower berth better 
than an upper berth? 

/. For translation into English: — 

1. Han habido muchos cambios en el modo de via jar 
por tierra desde los tiempos de Colon. Nosotros tenemos 
caminos buenos en todo el pais. 

2. La gente antes solo podia viajar a caballo, porque 
los caminos eran muy malos. Algunas veces podian via- 
jar veinte 6 treinta millas al dia. 

3. En un tren con cochecama los pasajeros pueden 
dormir tan comodamente como si estuvieran en cama en 
su casa. Se pueden hacer viajes largos sin incomodidad. 

4. Los globos puede que lleguen a ser tan comunes 
como las bicicletas y los automobiles. Nadie ha inven- 
tado todavia una maquina de volar, pero no debemos 
reirnos de la idea. 

5. George Stephenson construyo una locomotora prac- 
tica en el 1829. Se llamaba el '' Comet.'' Era muy 
pequeiia y tosca. 

6. Los caballeros que componian el comite le pregun- 



LESSON XIV "^Z 



taron con que velocidad podia andar la locomotora. 
Ellos no creian su historia y se rieron de sus planes. 

7. Nosotros comeremos en el comedor del tren. Es 
tan bueno como un hotel de ciudad y podemos comer 
cualquier plato que queramos. 

8. Hagame el favor de darme un billete para Ponce. 
Yo deseo que me registren mis baiiles. i Donde debo ir ? 

9. Yo prefiero via jar en un tren con cochecama. Yo 
tengo la litera baja No. 10. Yo quiero almorzar en el 
comedor del tren a las siete. 



LESSON XIV. 



SELECTIONS FOR READING 



UNITED STATES MONEY. 

The money of the United States has always been reckoned 
by what is known as the " decimal system " — that is, the 
system in which each unit is ten times as great as the next 
smaller unit. We are all familiar with the old table: — 

10 mills make one cent; 

10 cents make one dime; 

10 dimes make one dollar ; 

10 dollars make one eagle. 
It is a pity that the founders of the republic did not also 
adopt the decimal system of weights and measures; then 
we might not have to struggle to remember whether twelve 
ounces makes a pound troy or a pound avoirdupois, or try 
to keep in mind the number of feet in a rod. 

In the days of the colonies, as now, English money was 
made in pounds, shillings and pence. One penny is equal 



74 AN INTERMEDIATE COURSE IN ENGLISH 

to two cents, one shilling to twenty-four cents and a pound 
to about $4.86. 

The American coins are the cent, or '' copper/' the five 
cent piece, or '^ nickel," so called from the metals of which 
they are made ; the ten cent piece, or dime ; the tw^enty five 
cent piece, or '' quarter " ; the fifty cent piece or half-dollar, 
and the dollar, all of silver ; and gold pieces of the value 
of five dollars, ten dollars and twenty dollars. 

Coins are made at a " mint " ; the United States mints 
are at Philadelphia, New Orleans and San Francisco. On 
the larger coins you may sometimes see just below the 
tail-feathers of the eagle an '' O '' or an '' S '' ; this is the 
'' mint-mark '' ; '' O " indicates that the coin was made at ' 
New Orleans, '' S " that it was made at San Francisco. A 
coin which has no mint-mark was made at Philadelphia. 

THE PINE-TREE SHILLINGS. 

Captain John Hull was the mint-master of Massa- 
chusetts, and coined all the money that was made there. 
This was a new business ; for, in the earlier days of the 
colony, the current coinage consisted of gold and silver 
money of England, Portugal, and Spain. These coins be- 
ing scarce, the people were often forced to barter their com- 
modities instead of selling them. 

For instance, if a man wanted to buy a coat, he perhaps 
exchanged a bear-skin for it. If he wished for a barrel of 
molasses, he might purchase it with a pile of pine boards, 
Musket-bullets were used instead of farthings. The Indians 
had a sort of money, called wampum, which was made of 
clam-shells; and this strange sort of specie was likewise 
taken in payment of debts by the EngHsh settlers. Bank- 
bills had never been heard of. There was not money 
enough of any kind, in many parts of the country, to pay 



LESSON XIV 75 



the salaries of the ministers; so that they sometimes had 
to take quintals of fish; bushels of corn, or cords of wood, 
instead of silver or gold. 

As the people grew more numerous, and their trade with 
one another increased, the want of current money was still 
more strongly felt. To supply the demand, the General 
Court passed a law for establishing a coinage of shillings, 
sixpences, and threepences. Captain John Hull was ap- 
pointed to manufacture this money, and was to have about 
one shilling out of every twenty to pay him for the trouble 
of making them. 

All the old and new silver in the colony being melted 
down and coined, the result was an immense amount of 
splendid shillings, sixpences, and threepences. Each had 
the date; 1652, on the one side, and the figure of a pine- 
tree on the other. Hence they were called pine-tree shil- 
lings. And for every twenty shillings that he coined, you 
will remember. Captain John Hull was entitled to put one 
shilling into his own pocket, and so diligently did he labor, 
that, in a few years, his pockets, his money-bags and his 
strong box were overflowing with pine-tree shillings. 

When the mint-master had grown very rich, a young man, 
Samuel Sewall by name, came a-courting to his only daugh- 
ter. His daughter — whose name I do not know, but we 
will call her Betsey — was a fine, hearty damsel, by no 
means so slender as some young ladies of our own days. 
On the contrary, having always fed heartily on pumpkin- 
pies, doughnuts, Indian puddings, and other Puritan dainties, 
she was as round and plump as a pudding herself. With 
this round, rpsy Miss Betsey did Samuel Sewall fall in 
love. As he was a young man of good character, indus- 
trious in his business, and a member of the church, the 
mint-master very readily gave his consent. 



76 AN INTERMEDIATE COURSE IN ENGLISH 

'' Yes, you may take her," said he, m his rough way, 
" and you'll find her a heavy burden enough ! " 

On the wedding day, we may suppose that honest John 
Hull dressed himself in a plum-colored coat, all the buttons 
of which were made of pine-tree shillings. On the oppo- 
site side of the room, between her bridesmaids, sat Miss 
Betsey. She was blushing with all her might, and looked 
like a full-blown peony, or a great red apple. 

There, too was the bridegroom, dressed in a fine purple 
coat and gold-lace waistcoat, with as much other finery as 
the Puritan laws and customs would allow him to put on. 
His hair was cut close to his head, because Governor En- 
dicott had forbidden any man to wear it below the ears. 
But he was a very handsome young man ; and so thought 
the bridesmaids and Miss Betsey herself. 

The mint-master also was pleased with his new son-in- 
law; especially as he had courted Miss Betsey out of pure 
love, and had said nothing at all about her portion. So, 
when the marriage ceremony was over. Captain Hull whis- 
pered a word to two of his men-servants, who immediately 
went out, and soon returned, bringing in a large pair of 
scales. They were such a pair as wholesale merchants use 
for weighing bulky commodities ; and quite a bulky com- 
modity was now to be weighed in them. 

" Daughter Betsey,'' said the mint-master, '' get into one 
side of these scales.'' 

Miss Betsey — or Mrs. Sewall, as we must now call her 
— did as she was bid, like a dutiful child, without any ques- 
tion of the why and wherefore. But what her father could 
mean, unless to make her husband pay for her by the 
pound (in which case she would have been a dear bar- 
gain), she had not the least idea. 



LESSON XIV ']^ 



" And now/' said honest John Hull to the servants, 
'' bring that box hither." 

The box to which the mint-master pointed was a huge, 
square, iron-bound, oaken chest, big enough for the children 
to play in. The servants could not lift the enormous box 
and were obliged to drag it across the floor. Captain Hull 
took a key from his pocket, unlocked the chest, and lifted 
its ponderous lid. Behold! it was full to the brim of bright 
pine-tree shillings, fresh from the mint ; and Samuel Sewall 
began to think that his father-in-law had got possession of 
all the money in the Massachusetts treasury. But it was 
only the mint-master's honest share of the coinage. 

Then the servants, at Captain Hull's command, heaped 
double handfuls of shillings into one side of the scales, 
while Betsey remained in the other. Jingle, jingle, went 
the shillings, as handful after handful was thrown in, till, 
plump and ponderous as she was, they at last weighed the 
young lady from the floor. 

'' There, son Sewall ! " cried the honest mint-master, re- 
suming his seat in Grandfather's chair, '' take these shillings 
for my daughter's portion. Use her kindly, and thank 
Heaven for her. It is not every wife that's worth her 
weight in silver ! " 

Nathaniel Hawthorne (Abridged). 



EXERCISES. 
For phonic drill: — 



use 


huge 


pure 


June 


few 


hew 


pew 


Jew 


true 


due 


blue 


beauty 


fruit 


suit 


cruise 


crew 



78 AN INTERMEDIATE COURSE IN ENGLISH 

b. Observe the connection between the follozving words, 
and explain the significance of the suffix " ful " : — 

Beauty, beautiful ; duty, dutiful ; thanks, thankful ; truth, 
truthful; wonder, wonderful. 

c. Define the following words, vising each in a sen- 
tence: — 

Graceful ; hopeful ; fearful ; disgraceful ; successful ; 
skillful ; doubtful ; thoughtful ; healthful ; youthful. 

d. Explain the phrases: — 

Current coinage ; a sort of money ; fall in love ; mem- 
ber of the church; a dear bargain; worth her weight 
in silver. 

e. Give the principal parts of the following verbs: — 
Know ; see ; fall ; pay ; feed ; sit ; think ; bring ; begin ; 

take. 

/. For oral or written composition: — 

Why was the name '' eagle " given to an American 
coin? What is a republic? a colony? Of what metal 
is each American coin made? Tell all you can about 
Philadelphia. New Orleans. San Francisco. Why is 
San Francisco an especially suitable place for a mint? 
What are bank-bills? What kinds of paper money are 
issued by the United States? Who was Governor En- 
dicott? If a pound of silver contained sixty shillings, 
about how much, in dollars, was Betsey's wedding por- 
tion? Is it customary in Porto Rico to give a wedding 
portion with the bride? 

g. For translation into English:— 

1. I Podria V. darme la tabla de moneda americana? 
Ciertamente, es muy facil pues la moneda americana se 
calcula por el sistema decimal. 

2. ^Cuantas onzas tiene una libra? Una libra avoir- 



LESSON XIV 79 



dupois tiene dieciseis onzas, y una libra troy tiene doce 
onzas. 

3. La moneda inglesa se divide en libras esterlinas, 
chelines y peniques. Doce peniques hacen un clielin, y 
veinte chelines hacen una libra esterlina. 

4. Al centavo con frecuencia le dicen '' cobre," y a 
una moneda de cinco centavos le dicen '' niquel/' Las 
demas monedas son de plata 6 de oro. 

5. La casa de moneda de Filadelfia es la mas antigua 
de los Estados Unidos, pero la de San Francisco es mas 
grande. Es la mas grande del mundo. 

6. Cuando el dinero escasea la gente muchas veces se 
ve forzada a cambiar unos afticulos por otros. iQuiere 
V. darme un sombrero de paja por un galon de melaza? 

7. Al Capitan Hull de cada veinte chelines le daban 
uno y se hizo muy rico. £1 tenia cajas y sacos llenos de 
dinero. 

8. Su hija no era palida y delgada, sino rosada y 
gruesecita. Ella comia pastelones de calabaza y otras 
golosinas y estaba tan rolliza que parecia un pudin. 

9. El joven era trabajador y de buen caracter y muy 
buen mozo. £1 se enamoro de la bonita joven y le 
pregunto si qtieria casarse con el. 

10. Los criados pesaron la tremenda caja de plata y 
el Capitan se la regalo a su yerno. fil le suplico al joven 
que tratase a su hija con bondad. 



8o AN INTERMEDIATE COURSE IN ENGLISH 



LESSON XV. 



SELECTIONS FOR READING. 



MEASURING TIME. 

In early Rome time was measured by water clocks. These 
were vessels of a certain size from which water constantly \ 
leaked through a small hole in the bottom. Lines around 
the inside of the vessel indicated the hours. Later, sand 
was used instead of water and the hour-glass was invented. 
This consisted of two glass globes, joined together by a 
small tube: the sand in the hour-glass was intended to run 
all from one globe to the other in exactly one hour : then 
the hour-glass could be inverted, and the sand would run 
back to the first globe in another hour. 

England's first famous king, Alfred the Great, who was 
very careful not to waste time, measured the passing hours 
by burning candles, each made of such a size that it burned 
exactly four hours. 

About the twelfth century clocks came into use, but for 
many years they were so expensive that they could be owned 
only by the rich. Their wheels were made of wood, and 
they were kept in motion by means of weights which '' ran 
down " and then had to be '' wound up." In modern clocks 
springs of steel have taken the place of the weights, but 
we still use the term '' run down " when a clock stops, and 
we '' wind '' or '' wind up '' the clock when we tighten the 
spring. The works of a modern clock are made of brass 
and steel, or, in clocks of the highest grade, of nickel. 
Nickel is not easily affected by changes in temperature, 
and hence clock-works made of that metal are more accurate 
than those made of brass. 



LESSON XV 8l 



The most important difference between a clock and a 
watch is that a watch will run in any position, while a 
clock, or at least, an old-fashioned clock, will not go unless 
held upright and steady. But the small alarm-clocks, which 
are now so common, are like watches in this respect — 
they, too, will run and keep accurate time in any position. 

The pendulum, which served to regulate the action of 
the machinery in old clocks, is not used in small modern 
clocks and watches. In its place is a balance wheel, which, 
constantly turning back and forth, causes the ticking with 
which we are so familiar. 

A " striking " clock indicates the hours by striking on 
a httle gong or bell the corresponding number of strokes. 
Some clocks also strike the half hours, usually with a single 
stroke. 

THE DISCONTENTED PENDULUM. 

An old clock had stood for fifty years in a farmer's kitchen 
without giving its owner any cause to complain. Early one 
morning it suddenly stopped. Upon this, the Dial (if we 
may believe the fable) turned pale with alarm. The Hands 
tried in vain to go on ; the Wheels stood still with surprise ; 
and the Weights hung speechless. Each was ready to lay 
the blame on the others. 

At length the Dial asked the cause of the trouble. Then 
Hands, Wheels, and Weights, with one voice, all said that 
they did not know. 

But a faint tick was heard below, from the Pendulum, 
who said : — 

'' I am the cause of the present trouble, and I am willing 
to tell my reasons. The truth is, I am tired of ticking." 

Upon hearing this, the old clock became so angry that it 
was on the point of striking. 



82 



AN INTERMEDIATE COURSE- IN ENGLISH 



''Lazy thing! '' exclaimed the Dial, holding up its hands. 
'' Very good, Mistress Dial,'' replied the Pendulum. " It 
is very easy for you to call other people lazy! You have 
nothing to do but to stare people in the face, and watch 
all that goes on in the kitchen ! Think how you would like 
to be shut up all your life in this dark closet, and wag back- 
wards and forwards year after year, as I do.'' 

" As to that," said the Dial, " is there not a window in 
your house for you to look through ? " 

'' For all that," replied the Pendulum, " it is very dark 
here. And if there is a window, I dare not stop, even for 
an instant, to look out. 

'' Besides, I am tired of my way of Hfe. If you wish, 
I will tell you how I came to dislike my work. 

'' This morning I happened to count up how many times 
I should have to tick in the next twenty-four hours. Per- 
haps some of you, above there, can tell me the exact sum ? " 
The Minute Hand instantly replied, '^ Eighty-six thou- 
sand four hundred times." 

'' Exactly so," replied the Pendulum. '' Now I ask all 
of you, if the thought of this is not enough to tire one ? 

'' When I began to multiply the strokes of one day by 
those of months and years, it is no wonder that I felt dis- 
couraged. So, after a great deal of thinking, I said to mv- 
self, ' I'll stop ! ' " 

The Dial could scarcely keep a sober face during this 
speech ; but at last it said : — 

'' Dear Mr. Pendulum, I am astonished that such a use- 
ful, busy person as you, should have been discouraged by 
this. 

" It is true, you have done a great deal of work in your 
time. So have we all, and are Hkely to do. This work 
may weary us to think of, but the question is, will it tire us 



LESSON XV 83 



to do it ? Will you now do me the favor to give about half 
a dozen strokes, to help make my meaning clear ? " 

The Pendulum did as he was asked, and ticked six times 
at his usual rate. 

" Now," said the Dial, '' may I ask if that ticking was 
at all hard or unpleasant for you ? '' 

'' Not in the least," repHed the Pendulum. '' It is not 
of six strokes that I complain, nor of sixty, but of millions.'' 

'' Very good," replied the Dial, '' but remember that you 
are asked to make but one stroke at a time. Remember, 
too, that however often you have to swing, a moment will 
always be given you to swing in." 

'' That is a very good thought," said the Pendulum. 

'' Then I hope," said the Dial, '' we shall all return to 
our work at once ; for the servants will lie in bed till noon 
if we stand idle like this." 

Upon this the Weights did all they could to make the 
Pendulum begin. 

Then the Wheels began to turn, the Hands began to move, 
the Pendulum began to swing again, and the clock ticked 
as loudly as ever. 

A beam of the rising sun, that came through a hole in 
the shutter, fell upon the Dial, and it looked as bright and 
cheerful as if nothing had been the matter. 

When the farmer came down to breakfast, he declared 
upon looking at the clock, that his watch had gained half 
an hour in the night. 

Adapted from Jane Taylor. 



84 



AN INTERMEDIATE COURSE IN ENGLISH 





EXERCISES. 




a. For phonk 


drill:— 






but 


blush 


bulky 


bunch 


cousin 


country 


double 


trouble 


blood 


month 


dozen 


another 


plum 


plump 


thumb 


touch 



h. Observe the connection between the following words 
and explain the significance of the suffix ''less": — 

Fear, fearless (Lesson VI) ; wire, wireless (Lesson 
XI) ; doubt, doubtless (Lesson XII) ; speech, speechless 
(Lesson XIV). 

c. Define the following words, using each in an original 
sentence: — 

Lifeless ; noiseless ; careless ; hopeless ; moneyless ; 
friendless ; sleepless ; coatless ; blameless ; sightless ; tire- 
less ; useless ; meaningless ; cheerless ; cloudless. 

d. Explain the phrases: — 

To lay the blame on others ; on the point of striking ; 
for all that ; keep a sober face ; to make my meaning clear ; 
gained half an hour ; tried in vain. 

e. Give the principal parts of the follozving verbs: — - 
Run ; keep ; wind ; hold ; stand ; hang ; lay ; know ; shut ; 

think ; give ; lie ; rise. 

f. For oral or written composition:-^ 

How may time be measured by aid of the sun? Who 
was Alfred the Great? Of what were the weights of a 
clock made ? What is the usual effect on metal of changes 
in temperature? What is the use of alarm clocks? De- 
scribe the appearance of a watch. Where are clocks and 
watches manufactured? Why should a person ''turn 
pale" with alarm? What is a fable? Why are the 



LESSON XV 85 



words Pendulum, Dial, Wheels, etc., in this selection 
begun with capital letters? 
g. For translation into English: — 

1. La arena en el reloj va a salirse todita por el rotito 
que hay en el fondo. Alios atras la gente usaba vasijas 
de agua para medir el tiempo. 

2. Alfredo el Grande era un rey muy cuidadoso. A 
el no le gustaba malgastar el tiempo. El media las horas 
por medio de velones encendidos. 

3. Por espacio de muchos afios los reloj es buenos 
costaban muy caros. Ahora hasta las gentes mas pobres 
pueden tenerlos. Un buen reloj lleva el tiempo fijo. 

4. El reloj se paro durante la noche. Tenemos que 
darle cuerda enseguida. El pendulo es demasiado largo. 
El reloj no marca bien la hora. 

5. El despertador le despertara exactamente a las cua- 
tro de la maiiana. Usted tiene mucho que trabajar 
manana y tiene que comenzar temprano. 

6. Este reloj vie jo ha estado andando cincuenta aiios 
sin parar. Anoche se nos olvido darle cuerda y ahora 
esta sin andar. El pendulo no se mueve. 

7. Yo estoy cansada de estudiar el ingles : cuando 
pienso en el gran numero de palabras que tengo que 
aprender, se me quita el animo. Yo he decidido cesar 
en mi trabajo. 

8. Cuando el reloj estuvo con cuerda las ruedas comen- 
zaron a moverse y la manecilla a andar. El reloj dio la 
hora y el labrador desperto. 

9. A mi no me gusta estar encerrada en cuartito os- 
curo. No entra luz por la ventana porque no ha salido 
el sol. 

10. El reloj tiene cara, manecilla, ruedas, cuerda 6 



S6 AN INTERMEDIATE COURSE IN ENGLISH 

peso y un pendulo 6 rueda de balance. Los me j ores 
mecanismos de reloj son de niquel. 



LESSON XVI. 



SELECTIONS FOR READING. 



IN THE SCH00I.R00M. 

A modern schoolroom is carefully planned to secure the 
best possible conditions for the pupils who are to occupy it. 
Skilled architects devote their attention to the arrangement 
of the doors and windows in order that the light may be 
plentiful and properly distributed. The placing of the desks, 
the width of the aisles and the location of the black-boards 
are all duly considered. And in the cold countries of the 
North a very large share of the builder's attention must be 
given to methods of heating and ventilating the rooms. 

The supplies of the modern schoolroom are much more 
abundant than the supplies provided for our fathers and 
grandfathers. They carried to school with their one or 
two old books a small slate and a pencil, and with these aids 
they had to do all their work. Now the children need carry 
little or nothing with them, but they are given books of all 
kinds, paper, pencils, pens and ink, crayon and erasers. The 
schoolrooms are furnished with charts, globes, pictures, flags, 
and many other things to make them attractive to the chil- 
dren. The day has passed when children found the school- 
room dull and disagreeable : today our children like to go 
to school because it is one of the brightest and most cheer- 
ful places that they know. Their work is done more easily 



LESSON XVI 87 



under favorable conditions, and good and lasting impres- 
sions are made upon the youthful minds. 

AN OLD TIME SCHOOL. 

About a hundred years ago there Uved a schoolmaster 
named Thomas Peters. The boys called him '' Old Peters." 
He was a very learned man and knew a great deal of Latin 
and Greek. He taught for six months in the year and the 
rest of the time he hunted and fished; so he was just as 
good a hunter as he was a teacher. In those days there 
were no fine schoolhouses as there are now. Indeed, in 
some places you might travel for many miles and never 
see a schoolhouse at all. 

The house in which '' Old Peters '' taught was built of 
logs, and had one room, one door and tv/o windows. The 
floor, which was made of pine logs split in two, had large 
cracks in it. Windows wxre made by sawing through the 
logs in each side of the house. In winter these windows 
let in more cold than light. 

To keep out the cold winds, clay and sticks had been 
placed between the logs of which the house was built; but 
on warm days the boys would punch out the clay to get 
fresh air. So in winter it took a great roaring fire to keep 
the children warm. 

The fireplace took up nearly the whole of one end of the 
room. In cold weather large logs were piled upon the fire 
until the flames leaped up the chimney and the heat went to 
all parts of the room. At such times no one could sit in the 
chimney corner; but when the fire was low, five or six chil- 
dren could sit in the corner of this big fireplace at the same 
time. 

Very little furniture was in the room. The teacher's table 
and chair stood in one corner. Benches without backs were 



AN INTERMEDIATE COURSE IN ENGLISH 



placed here and there for the pupils. There was a long desk 
built along the wall, which was used as a writing desk by 
the children who were far enough advanced to begin writ- 
ing. The younger children had to do without desks. They 
used to sit on the benches and hold their books and slates 
on their knees. 

Usually things went along smoothly in this school; the 
pupils learned their lessons well, for all of them feared 
the teacher. But one day '' Old Peters '' came into the 
schoolroom with a frown on his face. The boys and girls 
began to feel uneasy, and kept watching the large bundle 
of switches that he had near his desk. It was plain that he 
was in a bad humor and that trouble was ahead. 

'^ Get your spelling lesson ! " said the master, and every 
pupil began to study the lesson aloud and to sway backward 
and forward in his seat, keeping time to the parts of the 
words as he spelled them aloud. That was the way they 
studied a spelling lesson in those days. 

Now, it happened that one boy knew his lesson already. 
He moved backward and forward with the others ; but, in- 
stead of pronouncing the words, he was saying, '' Old Peters, 
Old Pete, Old Peters, Old Pete.'' The end of the lesson 
was soon reached, and the class stopped studying aloud. 
This boy was not looking at his book, and before he could 
check himself, the words '' Old Pete " sounded loud and clear 
in the quiet room. 

All the children laughed, and '' Old Peters " called the 
boy to his desk. He then reached for a switch and gave 
the boy a severe whipping. After this he made him stand 
in a corner on one foot. 

When the class was called up for the spelling lesson, this 
boy had to come too. All the children stood in a long row 
and, when the master spoke the words of the lesson, they 



LESSON 89 



had to take turns in spelling them aloud. The child who 
missed a word had to give his place to the one who spelled 
it. Thus a poor speller would move farther and farther 
down the line, until at last he reached the foot of the class. 

The boy who had been whipped was so frightened that 
he missed all the words. Then the master made him stand 
upon the dunce stool. At this the boy began to cry, but 
his crying did not soften the master's heart. He made one 
of the other children hold a book bag before him to catch 
the tears. 

This was one of the w^ays the master of an old-time school 
punished a pupil for doing wrong or for missing a lesson. 
From North Carolina History Stories. 



EXERCISES. 

a. For phonic drill: — 

earth heard search early 

berth clerk term verb 

bird first girl skirt 

world word worse worth 

curl turkey church purple 

myrtle journey martyr 

h. Observe the follozmng words and explain the signifi- 
cance of the snfUx " ward." 

Eastward, westw^ard (Lesson I) ; outward (Lesson 
XII) ; backward, forward (Lesson XV. Forward = 
fore- ward.) 

c. Define, using each zvord in an original sentence: — 
Upward ; downward ; inward ; homeward ; heavenward. 

d. Explain the phrases: — 

Took up nearly the whole end of the room ; it was 



go AN INTERMEDIATE COURSE IN ENGLISH 

plain ; things went along smoothly ; to take turns ; soften 
the master's heart ; keeping time to the parts of the words. 

e. Use each of the words in the first cohtmn in a ques- 
tion, and the corresponding zuord in the second column 
in an answer to the question: — 

(I) (2) 

school room architect 

windows light 

supplies abundant 

children cheerful 

frown humor 

punish aloud 

f. Give the principal parts of the following verbs: — 
Build ; let ; take ; sit ; go ; feel ; begin ; say ; stand. 

g. For oral or written composition: — 

What is an architect? How ought the windows in the 
school room to be placed ? What is the use of black- 
boards ? Which is the better for school work, slates or 
paper? What is an eraser? What is Latin? Greek? 
What is a log? Why is fresh air necessary? What 
furniture is needed in a school room? What is the dunce 
stool ? How do you punish pupils who miss their lessons ? 
h. For translation into English: — 

1. El salon de escuela debe calcularse muy cuidadosa- 
mente. Las ventanas deben estar bien ordenadas para 
que la luz sea abundante. 

2. El arquitecto ha dedicado su atencion a poner las 
pizarras y los pupitres en su sitio. Nosotros queremos 
que el pasillo central y las puertas de frente sean anchas. 
Las ventanas deben quedar a espaldas de los alumnos 6 al 
lado izquierdo. 

3. Nuestras escuelas estan bien amuebladas con los 



LESSON XVI 91 



me j ores objetos. Cada alumno tiene libros, papel, lapices 
y plumas. Cada salon tiene un globo y varios mapas. 

4. A los ninos les gusta ir a un salon agradable y 
simpatico. Antes a los ninos no les gustaba la escuela y 
les tenian miedo a los maestros. Los trabajos de los 
ninos de antes no eran tan buenos como los de los ninos 
de hoy. 

5. Un maestro puede ser un hombre docto y sin em- 
bargo no ser un buen cazador. Un hombre puede saber 
mucho latin y griego, y no saber como deletrear todas las 
palabras inglesas. 

6. Las casas antiguas estaban hechas de troncos de ar- 
boles. Tenian hogares muy grandes en la cocina, pero 
muy pocos muebles. Una mesa y unas cuantas sillas eran 
suficientes. 

7. El maestro de escuela estaba de mal humor. Tenia 
el ceiio fruncido y los ninos le tenian miedo. £l levanto 
el manojo de varas del escritorio. 

8. El nifio se equivoco en una palabra y los demas 
ninos se rieron de el. £l comenzo a Uorar pero el maestro 
16 hizo pararse en una esquina. Entonces empezo a leer 
su leccion. 

9. Los alumnos estudiaban en alta voz, y pronto 
llegaron al final de la leccion. Uno de los niiios no estaba 
mirando a su libro. El maestro lo castigo por reirse de 
los otros. 



92 AN INTERMEDIATE COURSE IN ENGLISH 



LESSON XVII. 



SELECTIONS FOR READING. 



DOMESTIC ANIMALS. 

Chief among the animals upon which we rely for constant 
help is"the faithful horse, which has been a companion and 
a servant of man since the early days of the world. When 
men first began to use horses to aid them in their work they 
made their first step toward civilization. The horse has 
shared with the dog the first place in the affection of many 
men. Both are found in almost every part of the world, 
and wherever they are found, they are always constant and 
faithful servants and friends. 

The cow and the goat give us milk and butter and 
cheese. No other contributions to our food supply are of 
more value than these, and there seem to be no others 
which can take their place. 

In the deserts of the East the camel takes the place of 
all other domestic animals, while in the Arctic regions the 
dog has to serve for nearly all. 

Some people think that horses will some day cease to 
be used and that their places will be taken entirely by auto- 
mobiles : the first automobiles were called '' horseless car- 
riages," thus emphasizing this idea. But horses can go 
where automobiles never can, traveling in all weathers and 
over all kinds of roads. They will certainly not soon dis- 
appear, and it is still more certain that nobody will invent 
a machine to take the place of the cow or the goat. 

THE HARE WITH MANY FRIENDS. 

There was once a hare so kind and gentle that many other 
beasts claimed to be her friends. They said to her, '' If you 



LESSON XVII 93 



are ever in trouble, come to us, and v^e w^ill do all that v^e 
can to help you." 

One day some hunters put some hounds upon her track. 
When she found that the dogs w^ere close behind her she 
thought that she v^ould escape from them by the help of her 
many friends. 

So she went to the horse, and said, '' You see, now^, that 
I am in great trouble. Please take me on your back, and 
carry me out of reach of these cruel hounds." 

But the horse said, '' I have no time to help you today, 
for I am busy working for my master. But I feel sure 
that some of your other friends will help you." 

The hare ran as fast as she could until she came to her 
friend the cow. She said, '' You see in what great danger 
I am. Won't you be so kind as to drive the hounds away 
with your sharp horns ? " 

'' Please excuse me today," said the cow, '' for I am very 
hungry and must go at once to get my dinner. But our 
friend the goat will help you, I am quite sure." 

The hare ran to the goat and said, '' You can save me if 
you will. Only stand between me and the dogs, and they 
will not dare to hurt me." 

'' But, my dear friend," said the goat, '' I might step on 
you with my sharp hoofs while keeping the dogs away ; and 
I would not hurt you for the world. Go to our friend 
the sheep. She is the proper one to help you." 

So the hare went to the sheep and said, '' You see the 
great danger that I am in. Won't you be so kind as to 
save me ? " 

'' Another time, my friend," said the sheep. '' I don't like 
to make the hounds angry, for you know they sometimes 
eat sheep as well as hares." 

As a last hope, the hare went to the calf. " I am very 



94 AN INTERMEDIATE COURSE IN ENGLISH 

sorry, indeed/' said the calf ; '' but since there are so many 
older people to help you, I feel that it would be disrespectful 
for a young person like myself to undertake such a thing." 

By this time the hounds were very close to the hare. She 
could see them leaping over the grass. 

'' Since my friends will not help me, I must help my- 
self ! '' she said. 

So she took to her heels and soon disappeared. But, as 
she ran, she kept saying to herself : '' He that thinks he 
has many friends may find after all he has no friends/' 

HERCULES AND THE CARTMAN. 

A cartman was once driving along a very bad road. His 
cart was heavily loaded and sometimes the horses could 
hardly move it. At length the wheels stuck in the mud 
and the horses had to stop. They tried to start on but the 
cart stuck fast. 

The driver looked at the mud and then at his horses. 
He did not like to get off the cart into the muddy road. 
So he knelt down on the seat and began to call for Her- 
cules to come and help him out of his trouble. Hercules 
was the god who was supposed to have special interest in 
cartmen. 

When the man had called several times the god appeared. 

'' You lazy fellow ! " said Hercules, '' get down from 
your cart and lift the wheels out of the mud. Then put 
your shoulder to the wheel and urge on your horses. 
Heaven helps only those who help themselves.'' 

THE DOG IN THE MANGER. 

There was once a selfish dog that lay all ' day in the 
manger, where there was some good hay. 

The goat, the sheep and the cow came one by one to the 



LESSON XVII 



95 



manger to eat some of the hay, but the selfish dog barked at 
them and drove them away. 

At last the big horse came and looked at the hay, but 
the dog barked at him, too. 

'' You are a useless, selfish creature," said the horse. 
'' You cannot eat the hay, and you will not allow others who 
can eat it to come near it.'' 



a. 





EXERCISES. 




For phonic 


drill: — 






cloud 


doubt 


found 


mouth 


bow 


brown 


frown 


crowd 


mouse 


hound 


proud 


ounce 


brow 


cow 


down 


gown 



&. Ask questions to which the following form correct 
answers: — 

I. Capt. John Hull. 2. Milk and butter. 3. Of 
copper. 4. $4.86. 5. The weights or a spring. 6. 
In the deserts of the East. 7. In all parts of the world. 
8. Because she was kind and gentle. 

c. Explain the phrases: — 

First step toward civilization. Put hounds upon her 
track. As a last hope. Took to her heels. The cart 
stuck fast. Came one by one. 

d. Select ten irregular verbs from the reading lesson 
and use the past tense and the present participle of 
each of them In an original sentence. 

e. For oral or uritten composition: — 

Describe a camel. Why is a camel sometimes called 
*' the ship of the desert"? Where are the Arctic re- 



g6 AN INTERMEDIATE COURSE IN ENGLISH 

gions? How are dogs used there? In what ways are 
automobiles better than horses? In what ways is milk 
used? Why do hunters use hounds? Of what use are 
the horns of a cow? In what way is a sheep of value? 
What is a calf? How does a calf dififer in appearance 
from a cow? Why did not the hare's friends help her? 
What is a cartman? Describe a cart. What is hay? 
Mention three things that a selfish person would do. 
Mention three things that an unselfish person would do 
/. For translation into English: — 

1. El caballo siempre ha sido un amigo leal y servi- 
dor del hombre. Los perros tambien son amigos leales. 
Se encuentran en casi todas partes del mundo. 

2. La vaca es uno de los animales domesticos mas 
importantes. De la leche hacemos mantequilla y queso. 
Las cabras tambien nos dan leche. 

3. Los automobiles puede que lleguen a ocupar el 
puesto del caballo en las ciudades donde las calles son 
buenas. En el campo, donde los caminos son malos, los 
caballos son me j ores que los automobiles. 

4. La liebre vio a los lebreles y corrio todo lo que 
pudo. Ella estaba muy apurada y le pidio a sus amigos 
que la ayudaran. Los perros la seguian muy de cerca. 

5. El caballo estaba ocupado trabajando para su amo. 
£1 no podia ayudar a la liebre. La vaca tenia hambre 
y no tenia tiempo para ayudar a su amiga. 

6. La vaca tiene los cuernos agudos y la cabra tiene 
las pezunas agudas. La liebre le pidio a la vaca que 
espantara a los perros. Yo estoy seguro de que la cabra 
ayudara a la liebre. 

7. Algunas veces los perros se conien las ovejas. Las 
ovejas no pueden correr ligero ; no se pueden escapar de 
los perros. Estan en mucho peligro. 



LESSON XVIII 97 



8. Si sus amigos no le ayudan, V. se tendra que 
ayudar a si mismo. El que se atiene a sus amigos nunca 
lograra alcanzar exito. El Cielo les ayuda a aquellos que 
saben ayudarse. 



LESSON XVIII. 



SELECTIONS FOR READING. 



LETTERS AND TELEGRAMS. 

Benjamin Franklin was the first Postmaster-General of 
the United States. There were then only seventy-five post 
offices in the country and mails were irregular and infre- 
quent, for the rates of postage were so high that people 
wrote very few letters. Now there are over sixty-eight 
thousand post offices, and though the rates are so low, the 
daily receipts are ten times as great as were the yearly re- 
ceipts when Franklin was postmaster general. The num- 
ber of persons employed in the postal service of the United 
States far exceeds the number in both the army and the 
navy. 

For only two cents the government will carry a letter 
from Porto Rico to the Philippines, half around the world, 
and will employ the swiftest steamers and the fastest trains 
for the purpose. But if you wish to send a note to your 
friend who Hves in the next street, it will cost you just 
the same amount. The rate is the same for any distance. 

But the government is very particular about getting the 
two cents. Nobody can be trusted for the payment of 
postage ; unless your letter has the little red stamp on the 
envelope it will not leave the office where you have mailed 



98 AN INTERMEDIATE COURSE IN ENGLISH 

it. Formerly postage was usually not prepaid, and it often 
happened that the person to whom a letter was directed 
might refuse to pay the postage. Then the government 
had to return the letter to the sender and received no pay- 
ment for the service. 

In every country the government carries the mails and 
in many countries it also maintains the telegraph service. 
In the United States the telegraph is not managed by the 
government. The cost of a telegram is of course much 
greater than the cost of a letter. Usually it costs at least 
twenty-five cents to send a telegraphic message of no more 
than ten words, and if the distance is great it may cost 
much more. Messages sent by cable from one continent 
or island to another may cost as much as several dollars 
per word. In writing such messages people must learn 
to be brief. 

Messages may also be sent across the seas by means of 
the wireless telegraph, an invention that is as yet in its 
infancy, but which may some time take the place of the 
submarine cable. 

Even more useful than the telegraph, especially for 
short distances, is the telephone, by means of which we 
can carry on conversation with friends a hundred miles or 
more away as readily as if we were sitting in the same room. 
Modern business could not be carried on without the aid 
of these modern inventions. 



LESSON XVIII 



99 



LETTERS. 
A Letter of Introduction. 

San Juan, P. R., March 31, 1906. 
Mr. Charles Cook, 
22 Wall Street, 
New York. 
Dear Sir : — 

I take pleasure in introducing to you the bearer, Mr. 
James Stern, one of my most intimate friends, who is about 
to visit New York, and wishes to confer with you upon mat- 
ters of a business nature. 

Assuring you that any courtesy you may show Mr. Stern 
will be fully appreciated by me, I remain. 

Yours truly, 
J. W. Young. 
A Letter of Application. 

Caguas, p. R., July 6, 1905. 
Messrs. Brown, King & Co., 

San Juan, P. R. 
Gentlemen: — 

Understanding that you are to employ several more 
clerks in your store, I desire to present an application for 
such a position. 

I am twenty-two years of age, and am in perfect health. 
I am a native of this city, and a graduate of the Central 
High School of Porto Rico, where I pursued a business 
course. For the past year I have been employed as a clerk 
in the largest grocery store in Caguas. 

For information as to my character I can refer you to the 
Principal of the Central High School, and to my present 
employers, Messrs. Ramon Sanchez and Co. 

Yours respectfully, 
i-OFC. Juan Martinez. 



100 AN INTERMEDIATE COURSE IN ENGLISH 



Answering an Advertisement. 

Ponce, P. R., January 31, 1906. 
Mr. M. B. Merrill, 

General Ticket Agent, 

Chicago and North- Western Ry., 
Chicago, lUinois. 

Dear Sir: — 

As I am about to make a trip to the Pacific Coast, I 
am especially interested in your advertisement in the '' Out- 
look " for January 21, 1906. Kindly send me by return 
mail descriptive booklets of your road, and inform me as 
to your rates between Chicago and Los Angeles, California. 
Awaiting your reply, I am, 

Yours truly, 

Harriet B. Stone. 

A Friendly Letter. 

GuAYAMA, Porto Rico, 

February 22, 1906. 

My Dear Clara: — 

You will be glad to know that I have arrived in this 
town, and that I am very pleasantly located in the house of 
the gentleman whom your uncle recommended. We had a 
pleasant trip across the island. You know how beautiful a 
ride it is, and you can readily imagine how delightful I 

found it. 

I shall probably remain here for several days, returning 
home about next Thursday. If I find that I can leave 
earUer, I will send you a telegram. 

With best regards to your uncle and your cousins, I re- 
main, as ever, 

Affectionately yours. 

Miss Clara Best, Minnie. 

San Juan. 



LESSON XVIII lOI 



TELEGRAMS. 

HUMACACO^ Nov. 12, I906. 

Emerson and Brov^n, 
San Juan. 
Send coach meet me Caguas this afternoon two 
o'clock. 

George Miller. 

San Juan, Feb. i, 1906. 
James Hill, 
Coamo. 
Expect pass through Coamo tomorrow about three. 
Meet me hotel. 

F. M. Hopkins. 

Mayaguez, Dec. 9, 1905. 
Commissioner Education, 
San Juan. 
School buildings destroyed by fire last night. Furniture 
lost. Books saved. Wire instructions. 

Harrison. 



EXERCISES. 

For phonic drill: — 



boy 


coy 


toy 


royal 


boil 


coin 


toil 


spoil 


point 


appoint 


disappoint 


pointer 


rejoice 


noisy 


join 


joint 



h. Express the paragraph beginning ''For only two 
cents — '' and ending ''for any distance'' in a single sen- 
tence of not more than sixteen zvords. 



102 AN INTERMEDIATE COURSE IN ENGLISH 

c. Use each of the following zvords in an original sen- 
tence: — ■ 

Postage ; postmaster ; post office ; stamp ; government ; 
mail ; message ; telegram ; telephone ; invention. 

d. Write in the form of a telegram of not more than 
ten zvords the message contained in the letter addressed 
from Gtiayama to Miss Clara Best, 

e. Write in the form of a letter, giving more details , 
the telegram from Mayagilez addressed to Commissioner 
of Education. 

f. Give the principal parts of the following verbs: — 
Write ; send ; cost ; get ; can ; leave ; make ; find ; meet ; 

lose. 

g. For oral or written composition: — 

Who was Benjamin Franklin? Who is the present 
Postmaster-General? What is a post office? How is 
mail carried from San Juan to your town? What is a 
postal card? Where should a postage stamp be placed? 
Why? How are telegrams sent? What is a sub-marine 
cable? Name some other modern inventions. What is 
an '^ intimate friend''? What is a ^'booklet''? 
h. For translation into English: — 

1. I Donde esta la administracion de correos? Quiero 
comprar unos sellos. Tenga la bondad de echarme esta 
carta al correo. 

2. Yo le he escrito una c*arta a mi primo que vive en 
Nueva York. No cuesta nada mas que dos centavos por 
mandar una carta a Nueva York, pero hay que pagar los 
sellos por adelantado. 

3. Nosotros llegaremos a las doce ; le mandare un 
telegrama a mi hermano y el nos recibira en Ponce. 

4. Para mandar un cablegrama a Nueva York hay 
que pagar sententa y cinco centavos por cada palabra. 



LESSON XIX 103 



Usted tiene que aprender a ser breve. No mande mas 
de cinco palabras. 

5. El telefono es mas conveniente que el telegrafo. 
Todo hombre de negocios tiene telefono, pues los negocios 
modernos no se pueden transar sin el. 

6. Muy senor mio : — 

Haga el favor de enviarme a vuelta de correo 
una caja de sobres blancos de tamano ordinario. 

De V. atentamente, 

7. El caballero a quien yo le presente es uno de 
mis amigos mas intimos. Es uno de los graduados de 
la Escuela Normal. Durante los liltimos dos afios ha 
estado empleado como maestro. 

8. Este periodico tiene muchos anuncios. Mi tio dice, 
que el hace ahora mucho mas dinero que antes en sus 
negocios. 



LESSON XIX. 



SELECTIONS FOR READING. 



OBSERVATION. 

All mental action really begins in observation. We say 
of a baby that he begins to '' take notice " of things around 
him; this means that he is beginning to show interest in 
things outside of himself. Before he does that he sees 
but does not observe, for to observe is to '' pay attention 
to " or to " notice carefully." There are many people who 
see everything but observe almost nothing; others are con- 
stantly observing their surrounding's and learning something 
of value at every turn. Some men would learn more in an 



104 AN INTERMEDIATE COURSE IN ENGLISH 

hour's walk through the fields than others would in a tour 
of Europe. Every person who has a good pair of eyes 
has the means for acquiring a vast store of information. 

The active, observant eye is the sign of intelligence ; the 
aimless and disinterested gaze always indicates a brain either 
empty or filled' with worthless trash. The eyes are placed 
near the top of the head that they may better observe all 
that comes near them. Nothing should escape observation. 
The commonest things are worth looking at, even the stones 
and weeds and the most familiar animals. 

THE DERVISH AND THE CAMEL. 

A dervish, or holy man of the East, was traveling alone 
in the desert, when he met a company of merchants. 

" Holy man/' said one, '' we have lost a camel." 

'' Was he not blind in his right eye and lame in his left 
fore leg?'' asked the dervish. 

'' He was," said the merchants. 

'' Had he not lost a front tooth ? " asked the dervish. 

" He had," said they. 

'' Was he not loaded with wheat on one side ? " 

'' He was," said the merchants. 

" And with honey on the other ? " 

'' He was ! he was ! " said they, surprised. 

'' Then," said the dervish, " I have not seen your camel." 

The merchants were now very angry. They told the 
dervish that he must know the camel well. They suspected 
that he had taken the jewels and money which were a 
part of the camel's load. 

They, therefore, seized him, and carried him to the near- 
est town and brought him before the cadi, or judge. 

The cadi heard the story of the merchants, and agreed 



LESSON XIX 105 



with them in thinking that the dervish knew more about 
the camel than he cared to tell. 

" How did you know the camel w^as blind in one eye ? " 
he asked. 

" I inferred that the animal was blind in one eye because 
it had eaten the grass on only one side of the path," re- 
plied the dervish. 

" How did you know it was lame in the left leg? " asked 
the cadi. 

'' I inferred that it was lame in the left fore leg because 
I saw that the print of that foot was fainter than those of 
the others.'' 

'' How did you know the animal had lost a tooth ? '' asked 
the cadi. 

'' I inferred that it had lost a tooth/' repHed the der- 
vish, '' because wherever it had grazed a small tuft of 
grass was left untouched in the center of its bite." 

''But how could you tell with what it was loaded?" 
cried the merchants. '' Tell us that." 

" The busy ants on the one side, and the flies on the 
other, showed me that the camel was loaded with wheat and 
honey. And, more than this," he said, '' I infer that it has 
only strayed, as there were no footprints either before or 
behind it. Go and look for your camel." 

" Go," said the cadi ; " look for your camel." 

The merchants did so, and found the beast near the spot 
from which it had strayed. 

THE ARAB AND HIS CAMEL. 

One night an Arab was sitting in his tent while his camel 
stood just outside. The wind was raw and chilly, and the 
camel shivered with the cold. 

By and by the camel put his head gently in at the door, 



I06 AN INTERMEDIATE COURSE IN ENGLISH 

and said, '' Master, will you not let me put my head inside 
the tent, as the air is so cold out here ? '' 

" Certainly," said the Arab, very kindly ; and the camel 
pushed his head into the tent. 

" This is very comfortable for my head,'' said the camel ; 
'' but I should feel much better if I might warm my neck 
also." 

'' You may do so," said his master. 

The camel looked around the tent, and then said, '' It 
would take but little more room if I might place my fore 
feet inside the tent." 

'' Certainly," said the Arab ; '' you may step forward and 
put your fore legs inside of the tent." And, since the tent 
was very small, he moved a little to make room. 

The camel was content for a little while, and then he 
said : '' Do you not see, my master, that when I stand thus, 
I keep the tent door open? Would it not be better if I 
should come wholly inside? 

" Yes, yes," said the Arab. '' I will have pity on you 
this cold night. Come in, and stand inside of the tent." 

The camel, being thus invited, pushed forward through 
the door ; but the tent was too small to hold both man and 
beast. 

'' Don't you see," said the camel, '' that there is not room 
in here for both of us? As you are the smaller you had 
better stand outside, and then there will be room enough 
for me." And with that he pushed the Arab out into the 
cold and darkness. 

THE LAMB AND THE WILD BEASTS. 

A Lamb strayed for the first time into the woods, and 
caused much discussion among other animals. In a mixed 



LESSON XlX 



107 



company, one day, when he became the subject of a good 
deal of talk, the Goat praised him. 

"Pooh!" said the Lion, ''this is too absurd. The beast 
is a pretty beast, it is true, but did you hear him roar? I 
heard him roar, and as sure as my name is Lion, when he 
roars he does nothing but cry ba-a-a ! " And the Lion 
bleated his best, but bleated far from well. 

" Well,'' said the Deer, '' I do not think so badly of his 
voice. I liked him well enough until I saw him leap. He 
kicks with his hind legs in running, and, with all his skip- 
ping, gets over very little ground." 

'' It is a bad beast altogether,'' said the Tiger. '' He 
cannot roar, he cannot run, he cannot do anything — and 
what wonder? I killed a man yesterday, and in politeness 
to this Lamb, offered him a bit; upon which he had the 
impudence to look disgusted, and said, ' No, sir, I eat noth- 
ing but grass.' " 

So the beasts found all kmds of fault with the Lamb, 
each in his own way ; and yet, after all, it was a very good 
Lamb. 

It is easy to find fault with others, although we ma^^ not 
be half so good as they. 



EXERCISES. 



a. For phonic drill: 
attention). 



{Final syllables needing special 



fully 


manly 


truly 


gayly 


blowing 


traveling 


flying 


sleeping 


wisest 


swiftest 


highest 


longest 


reached 


wished 


thanked 


worked 


acted 


fitted 


parted 


faded 



I08 AN INTERMEDIATE COURSE IN ENGLISH 

b. Write in three short sentences an abstract of the se- 
lection "' Observation'' 

c. Give antonyms for the follozving zuords, using each 
one in an original sentence: — 

Outside ; everything ; disinterested ; top ; near ; familiar ; 
left ; front ; chilly ; comfortable. 

d. Give the principal parts of the follozving verbs: — 
Begin; take; see; meet; lose; tell; hear; sit; stand; 

put; feel; think. 

e. For oral or written composition: — 

Mention some things that could be learned in a walk 
through the fields. What is worthless trash? What are 
jewels? Name some. What connection have ants and 
flies with wheat and honey ? Tell all you can about ants. 
What is the difference between '' holy '' and '' wholly '' ? 
What is it '' to infer/' or '' to draw an inference " ? Tell 
what you would infer from each of the following out- 
lines : — 

1 . House with American flag flying above it ; children 
around the door. 

2. Oxen and horses feeding in fields ; men and boys 
sitting in shade ; an odor of cooking food in the air. 

3. A coach covered with mud; horses very tired; pas- 
sengers asleep in their seats. 

4. A man sitting at a desk writing; many letters and 
telegrams on his desk ; telephone bell ringing. 

5. A man walking through the street with his hands 
tied ; a policeman at his side. 

/. For translation into English: — 

1. Los padres de un nino siempre se ponen contentos 
cuando el comienza a fijarse en las cosas que le rodean. 
Algunos ninos aprenden mucho de lo que ven. 

2. Usted tiene buenos ojos; deberia fijarse hasta en 



LESSON XIX 109 



las cosas mas comunes. Puede aprenderse algo hasta de 
los animales. 

3. iHa visto V. el camello del comerciante ? No, no 
lo he visto. ^Es V. ciego? Soy tuerto del ojo iz- 
quierdo. 

4. El barco esta lleno de trigo y de miel de abeja. 
Las hormigas se han comido un poco del trigo. A las 
moscas les gusta la miel de abeja. 

5. I Como sabe V. que las joy as se han perdido? Las 
he buscado en todos los cuartos de la casa. Yo abrigo 
sospechas de que el cojo se las ha llevado. 

6. i No quiere V. entrar en la casa? Si, hace frio 
aqui. Estare dentro comodamente. La casa esta tem- 
plada. 

7. I Me permite V. sentarme a su escritorio y escribir 
una carta? Ciertamente, puede hacerlo. Aqui tiene se- 
llos. 

8. Aqui no hay espacio suficiente para nosotros dos. 
Yo me ire fuera. No deje la puerta abierta. 

9. El comerciante esta muy ocupado. £l tiene que 
escribir un anuncio para el periodico. El juez y el aboga- 
do leeran el anuncio. 

10. Yo no tengo dinero ni joyas, pero si tengo un ca- 
ballo y un perro. Mi hermano es mas pobre que yo, 
pero tiene unas cuantas cabras. 

11. Una ovejita no puede rugir como un leon, ni saltar 
como un venado, ni comer comO' un tigre. 

12. El nino tiene buena voz y buenos ojos. Nosotros 
lo queremos bastante, pero el con frecuencia nos critica. 
Es cosa facil criticar a los demas. 



no AN INTERMEDIATE COURSE IN ENGLISH 



LESSON XX. 



SELECTIONS FOR READING. 



FORMS OF GOVERN ME]SfT. 

In the study of geography we learn many things about 
the surface of the earth. One part of geography describes 
the divisions of the earth's surface which have been made 
by the different governmentc. Some of these divisions 
are called Empires, and their chief rulers are called Em- 
perors; such as the Empire of Germany in Europe. Some 
are called Kingdoms, and their chief rulers are Kings. 
Some are called RepubHcs, and the rulers are elected by 
the people. The geography which describes these various 
countries is called Political Geography, to distinguish it 
from another sort of geography called Physical Geography. 
Physical Geography treats of oceans, continents, islands, 
mountains, rivers, and the divisions of the earth's surface 
which man has not made. Political Geography describes 
the divisions of the earth's surface which have been made 
by man. 

If you look at a map of Africa, you will see a number 
of countries near the coast, while the greater part of the 
continent is not divided into states. The interior of Af- 
rica is occupied by savage tribes, and savages are not 
accustomed to mark off a definite portion of the land and 
make laws to govern it. The chief difference between a 
civiHzed people and a savage people is that the civilized 
people make laws to govern all who live on the land, while 
the savage people do not govern the land, but have a sort 
of government over families and tribes ; and when the tribe 



LESSON XX III 



moves the government moves. They do not make laws for 
the land, but adopt rules and customs for the people. 

The citizen of Porto Rico lives under three institutions 
which are called governments. He lives in a town, or muni- 
cipality, which has a Municipal Government. The town 
is part of the island, the government of which is known as 
the Insular Government, and the island is part of the United 
States of America, whose government is called the Federal 
or the National Government. Each of these governments 
performs a separate, special work, for the good of the peo- 
ple, and all are closely connected one with another. 

Of the various governmental institutions under which 
we live the town is the oldest.- The word town is derived 
from the Saxon hin: before the Saxons invaded England 
in the year 449, A. D., they lived on the continent of Europe. 
Here the families of kinsmen were accustomed to build 
their houses near together on the banks of a river or near 
a spring. For purposes of defense they would build a 
high fence around their houses ; this fence was called a 
tun, and later the word came to include the enclosure within 
the fence. The Latin mitnicipio had its origin in much the 
same way. 

In England the inhabitants of a town used to meet in 
the open air to transact business of common interest. They 
adopted laws for the government of the town, settled dis- 
putes between citizens, punished offenses and distributed the 
land. At this town-meeting, also, town officers were selected. 
The towns of New England have retained much of this 
early form of government, and their officers, chosen in 
town-meeting each year, are called " selectmen," that is, 
men selected by the town. Any citizen, regardless of his 
birth or ancestry, may have an equal share in the choice 



112 AN INTERMEDIATE COURSE IN ENGLISH 

of town officials, or may serve in any position to which 
his fellow-citizens may elect him. 

This is the ideal democratic government, but it cannot 
well be applied to an entire state or nation, since all the 
citizens of a state could not possibly meet together. There- 
fore, the custom soon arose of delegating powers to repre- 
sentatives of the people and allowing them to make laws 
for the government of the state. This is the distinguishing 
feature of a republican form of government. The delegates 
have no authority except that given them by the people; 
they are not the real rulers, but their representatives, to 
act for them. 

In a monarchy the people have little or no voice in the 
government. In some cases, as in England, representatives 
of the people have large power, but must share it with 
the aristocracy, the body of hereditary nobles, and the mon- 
arch. In other countries, the monarch has practically su- 
preme power and the people are entirely without representa- 
tion in the government. Such monarchies are called ab- 
solute. Formerly all monarchies were absolute, but there 
are very few of them now. 

The earliest forms of government were patriarchal, the 
father being absolute ruler of his family, and the family 
including all the kinsfolk. It now appears almost certain 
that all countries must eventually become republics. 

THE THREE KINGDOMS. 

It is customary to speak of the natural world as being 
divided into three kingdoms ; these divisions are the animal 
kingdom, the vegetable kingdom and the mineral kingdom. 

All living creatures belong to the animal kingdom, which 
thus includes not only man and the beasts of the earth, but 
the fish in the sea and the birds of the air. To the vegetable 



LESSON XX 113 



kingdom belong all plants, trees and similar products of 
the earth. It is often difficult to determine the dividing 
Hne between these two great divisions, especially in the 
case of some things found in the sea, which seem to have 
the characteristics of both animals and plants. For ex- 
ample, who would think of a sponge as an animal? It 
certainly seems much more like a plant, but it really belongs 
to the animal kingdom. 

All minerals and metals belong to the mineral kingdom. 
Rocks, jewels, earth and water are minerals; iron, gold, 
silver and copper are metals. 

TO WHICH KINGDOM? 

Frederick the Great, King of Prussia, was once spending 
a few hours in a small town not far from his capital, and, 
as he often did, took occasion to visit the village school. 
He listened to the classes and occasionally asked a question 
that showed how closely he was observing the pupils and 
their work. Most of the pupils became greatly confused 
when the king spoke to them and answered his questions 
so poorly that the poor master was almost in despair and 
the king began to lose his patience. But at length he 
turned to a little girl and, pointing to an orange on the 
desk, asked her, '' To what kingdom does that orange be- 
long, my child ? '' 

" It belongs to the vegetable kingdom, sire," replied the 
girl without the least hesitation. 

" Very good," said the king, '' and that chair? " 

" To the vegetable kingdom also, sire, for the wood of 
which it is made was once a tree.'' 

"And what about this coin?" asked Frederick, taking 
a gold piece from his pocket. 



114 AN INTERMEDIATE COURSE IN ENGLISH 

'' That belongs to the mineral kingdom/' answered the 
little girl. 

*^ You are right again/' Looking around the room, the 
king noticed the master's dog near the door. '' To which 
kingdom does the dog belong ? " 

'' He belongs to the animal kingdom, sire/' readily re- 
plied the child. 

''Yes, without doubt he does," said Frederick. ''And 
I, to which kingdom do I belong, my child ? " 

Now indeed did the little girl hesitate. Could it be pos- 
sible that the great king was an animal? Could she class 
the king and the master's dog together? For a moment 
she did not reply ; then looking up with a bright smile, she 
said, " To the kingdom of Heaven, sire ! " 

The king flushed and then he replied in a reverent tone, 
" I pray God that I may be worthy to belong there, my 
daughter." 



EXERCISES. 

a. For phonic drill: {Consonant combinations) . 

quick queer queen quiet 

weather whether water what 

wile while weal wheel 

accept accident accord acquaint 

h. Ask questions to which the following form correct 
anszvers: — 

A republic. A kingdom. An empire. The patri- 
archal form. Selectmen. The animal kingdom. It is 
a metal. The king. A gold coin. 
c. Use synonyms of the following words in original sen- 
tences: — 



LESSON XX 115 



Various ; entire ; part ; sort ; observe ; elect ; retain ; 
kinsman. 

d. Write in two or three short sentences an abstract of 
the paragraph in '' Forms of Government "' beginning 

" In England " and ending "" may elect him!' 

e. Give the principal parts of the following verbs: — 
Build ; meet ; given ; spend ; take ; speak ; begin. 

/. For oral or written composition: — 

What is Geography? Define a republic: a monarchy. 
What is a savage tribe? Where is Africa? Who were 
the Saxons? Of what may a fence be built? What is 
an ideal? Name three objects, not named in the read- 
ing lesson, which belong- to the animal kingdom. 
Three which belong to the vegetable kingdom. Three 
which belong to the mineral kingdom. 

g. For translation into English: — 

1. Los que gobiernan un reino se Uaman reyes 6 
reinas ; el gobernante de una republica es el pueblo. El 
presidente y demas funcionarios son los representantes 
de los verdaderos gobernantes. 

2. La Geografia Politica trata de las diferentes divi- 
siones politicas del mundo, como los reinos y los im- 
perious. La Geografia Fisica se refiere a las divisiones 
fisicas del globo, como los continentes, las islas y los 
oceanos. 

3. El interior de Africa no esta dividido en estados. 
iHay muchas tribus salvajes cerca de la costa? Los 
salvajes dictan leyes para el pueblo en cualquier lugar 
que se encuentran, y no para determinadas regiones. 

4. El gobierno de los Estados Unidos se denomina 
Gobierno Federal; el Gobierno de Puerto Rico se de- 
nomina Gobierno Insular. iQue se conoce por Gobierno 
Municipal ? 



Il6 AN INTERMEDIATE COURSE IN ENGLISH 

5. Los sajones eran una tribu que vivia en el conti- 
nente de Europa. Ellos invadieron a Inglaterra en el 
ano cristiano de 449. Ellos edificaron sus poblaciones y 
eligieron sus reyes. 

6. Los Peregrinos construyeron una palisada alta 
alrededor de sus casas para protegerse de los indios. Al 
principio varias familias vivian juntas en una misma 
casa. Luego se esparcieron por el pais y fabricaron casas 
separadas. 

7. Nosotros no podemos reunirnos todos a la vez para 
redactar las leyes. Tenemos que mandar nuestros rep- 
resentantes a la capital. Si nosotros les damos facultad, 
ellos las redactan en lugar nuestro. 

8. iCuales son las grandes divisiones naturales del 
mundo? ^A cual de los reinos naturales pertenece la 
tiza? iCuantos son los objetos pertenecientes al reino 
mineral que se usan en el salon de escuela? 

9. El rey va a visitar nuestra escuela. iVa el a oir 
la clase de Geografia? Si, va a oirla y quiza haga al- 
gunas preguntas. Yo voy a turbarme si el me pregunta. 

10. iVe V. ese perro que esta justamente fuera de la 
puerta? Si; ipor que no entra? Porque aqui no hay 
espacio suficiente. Si el entra yo tendre que salirme. 



LESSON XXL 



SELECTIONS FOR READING. 



MENTAL AND MORAL QUALITIES. 

It may happen that two people who look very much alike 
may differ greatly in their conduct. Two brothers may be 



LESSON XXI 117 



equally handsome and yet resemble each other very little in 
character. 

Men have acquired fame through the strength and beauty 
of their characters, but never because of their personal ap- 
pearance. Abraham Lincoln had little personal beauty, but 
his honesty, sincerity and wisdom won universal admiration, 
while his kindness, his simplicity and his natural goodness 
made him universally loved. The American people are even 
prouder of the great reputation of their famous war-presi- 
*dent than could have been the case had he been a man of 
less peculiar appearance. 

^sop, the writer of fables, is said to have been an ugly 
dwarf, but his sagacity and wit gave him eternal fame. 

CHARACTER OF WILLIAM OF ORANGE. 

In person, Orange was above the middle height, perfectly 
well made, but rather spare than stout. His eyes, hair, 
beard and complexion were brown. His head was small 
and well shaped. His physical appearance was in harmony 
with his character. Of his moral qualities the most promi- 
nent was piety. He was more than anything else a re- 
ligious man. From his trust in God he derived support and 
consolation in the darkest hours. 

Implicitly relying upon the Almighty's wisdom and good- 
ness he looked danger in the face with a constant smile, 
and endured labors and trials with a serenity which seemed 
more than human. 

His firmness was allied to his piety. His constancy in 
bearing the w^hole weight of the struggle was the admira- 
tion even of his enemies. His friends called him '' The 
Rock in the Ocean," tranquil in the midst of the storm. 

John Morley. 



Il8 AN INTERMEDIATE COURSE IN ENGLISH 

MY THREE COMPANIONS. 

I have lived on the shores of the great ocean; I have 
passed whole seasons on the banks of mighty and famous 
rivers ; I have dwelt on the margin of a tranquil lake and 
spent many a long summer day on its clear waters. 

The Ocean says to the dweller on its shores : '' You are 
neither welcome nor unwelcome. Who are you that build 
your gay palaces on my margin ? I see your white faces as 
I saw the dark faces of the people that came before you and 
as I shall see the whole family of mankind that will come 
after you. 

" What feeling have I for you ? Not scorn — not hatred 
— not love — not pity. No ! — indifference, — total indif- 
ference to you and your affairs. 

'' Am I not gentle ? Am I not kind ? Am I not harm- 
less? But hark! The wind is rising! What do you say 
now? Is not my anger terrible as I dash your ships to 
pieces upon the mighty rocks? " 

The River says : 

" Come with me. I am active, cheerful, communicative, 
a natural talker and story-teller. I am not noisy like the 
ocean. I am not a dangerous friend. You will find it 
hard to be miserable in my company, for I will take away 
your sorrow and your sadness." 

But the lake says : 

" Leave the ocean which cares nothing for you or any 
human being that walks upon the earth: leave the river, 
busy and talkative as a child, and find peace with me; my 
smile will cheer you, my voice will soothe you. 

'' Do you know the charm of melancholy ? Where will 
you find sympathy like mine in your hours of sadness? 



LESSON XXI 119 



Does the ocean share your grief? Does the river Hsten to 
your troubles? Stay by my side and I will teach you pa- 
tience, and contentment, and virtue, and truth." 

Adapted from Oliver Wendeli. Holmes. 

AT THE VILI^AGE STORE. 

" Have you heard about my boy John ? " asked Mr. Per- 
kins, as he took his seat on the bench by the door. 

" No, I haven't heard anything. What has John been 
doing?" said his neighbor, lighting a cigar and preparing 
to listen to the story. 

" Well, you know John has wanted to go to the Normal 
school, but I thought he knew enough already. Why, he 
has read all the Fifth Reader, and can add and multiply 
like a revenue agent, and he knows all the geography there 
is. But he has insisted that he must go to the Normal 
school to study pedagogy and base-ball." 

" He must be ambitious," said Mr. White. 

" He certainly is ambitious and he is persistent, too. He 
isn't like me. Some days I feel rather industrious, but 
it never lasts more than one day at a time. Of course, I 
don't mean that I am lazy, but I am careful not to work 
too much. But John really seems to like to work. And he 
isn't proud, either ; he is willing to do any kind of work. 
He has been learning something in school about the dignity 
of labor and he says all w^ork is honorable. 

'' That sounds like one of those Arbor Day speeches," 
said Mr. White. 

'' Well, John kept talking about going to Normal school, 
and at last I told him he might go if he could get enough 
money to pay his way. I told him perhaps he could borrow 
some from his Uncle George, but no, sir, John was too in- 
dependent for that. He said he would earn it himself. I 



120 AN INTERMEDIATE COURSE IN ENGLISH 

didn't know how he could do it, but he had an idea of his 
own/' 

"What did he do?" asked Mr. White. 

'^ Why, he got a lot of eggs and began to raise chickens. 
It wasn't long before he had a big flock of hens, and he 
took such care of them that they laid twice as many eggs as 
any hens I ever had, and he sold them for good prices. 
Then he bought a cow and began to sell milk, too. How 
much money do you suppose he has made in the past year? " 

'' Fifty dollars," suggested Mr. White. 

'' One hundred ninety-two dollars and thirty-eight cents, 
sir. What do you think of that?" 

"What do I think of it? Why, I think Til borrow a 
hen and some eggs and go into the business myself. Now 
I suppose John will go to the Normal school ? " 

" Yes, he's going tomorrow, and I'm going to take care 
of his chickens and his cow. It looks as if I should really 
have to work to keep up with John," and Mr. Perkins 
looked rather sad and thoughtful as he rose from his seat 
to go. 



a. 





EXERCISES. 




For phonic 


drill:— 


{Silent setters). 




debt 


dumb 


light 


palm 


knee 


gnat 


wrong 


scissors 


honor 


rhyme 


ghost 


castle 


tongue 


depot 


psalm 


colonel 



b. Fill the blanks in the following sentences with ap- 
propriate adjectives or abstract nouns, 

Lincoln was , , and . A school 

teacher must be — and and , 



LESSON XXI 121 



are good ; and are bad. We can rely upon 

the and of God. The ocean is and 

the river is and . The person hkes 

to work, and the one does not. 

Use each of the words in the Urst column in a ques- 
tion, and the corresponding word in the second column 
in an answer to the question: — 



(I) 


(2) 


character 


honest 


Mso^ 


fables 


ocean 


water 


study 


pedagogy 


Arbor Day 


trees 


money 


earn 



d. Give the principal parts of the follozving verbs: — 
Win; build; hear; buy; leave; find; take; think; feel; 

tell. 

e. For oral or zwitten composition: — 

What is the difference between character and repiita- 
tionf Who was Abraham Lincoln? Why is he called 
the war-president f Who was William of Orange? In 
what way is a river active f In what way is an ocean 
dangerous f Which is better, contentment or ambition? 
Why? What is the work of a revenue agent? How is 
base-ball played? What is Arbor Day? 

f. For translation into English: — 

1. La gente varia mucho en su modo de ser, pero un 
hombre de buen caracter siempre sera admirado. Un 
hombre bueno podra no ser famoso, pero sus amigos le 
querran. 

2. Mi padre era un hombre religioso y tenia una fe 



122 AN INTERMEDIATE COURSE IN ENGLISH 

implicita en la bondad del Todopoderoso. Aun en las 
horas mas tristes el estaba tranquilo. 

3. <iVive V. cerca del oceano? Si, mi casa queda a 
orillas de un riachuelo, muy cerca del oceano. Yo he 
pasado muchos dias en el agua. 

4. Yo voy a ir a su pueblo con mi familia. Le re- 
cibiran bien alii. Nosotros estamos muy ocupados, pero 
nos alegramos de ver a nuestros amigos. 

5. El oceano no le tiene carifio a ningun ser humano. 
Le es indiferente la pena, el dolor, 6 la colera. Estrella 
los barcos contra las rocas. 

6. Juan, ^donde esta su hijo? Ha ido a la Escuela 
Normal. Va a estudiar aritmetica, geografia y peda- 
gogia. iCuando se fue? Se fue hace casi un mes. 

7. Un joven ambicioso siempre encontrara medios de 
conseguir una educacion. Trabajara y hara dinero para 
pagarla. Todo trabajo es honrado. 

8. ^Puede V. cogerle algiin dinero prestado a su her- 
mano? A mi me da vergiienza coger dinero prestado. 
Prefiero trabajar. iQue sabe V. hacer? Puedo vender 
leche y huevos. 

9. Usted debe cuidar las vacas si quiere conseguir 
buena leche. La leche buena se vende a buen precio. Yo 
tengo cuatro vacas y cincuenta gallinas. 

10. iPor que esta V. tan triste? i Tengo cara de 
estar triste? Quiza sea porque tengo que trabajar mucho. 
Yo no soy perezoso, pero prefiero no tener que trabajar. 



LESSON XXII 123 



LESSON XXII. 



SELECTIONS FOR READING. 



PATRIOTISM. 

To be patriotic is to love one's country ; it is to be ready 
and willing, if it is necessary, to die for the country. But 
it must not be thought that only the soldiers and sailors 
who have fought in our wars are patriots. There are multi- 
tudes of men who were never in the army or the navy, but 
yet are patriots. The true patriot must be equally ready to 
live for his country, to work for the common good, and to 
observe all the duties of a true and faithful citizen. 

One of the most patriotic men known in American history 
was the young school teacher, Nathan Hale. He entered 
the Revolutionary army and served with great courage. At 
the request of Washington he attempted to obtain secret 
information in regard to the British plans ; he was captured 
and put to death as a spy, but his last words have been an 
inspiration to all patriots since his time. 

MAJOR ANDRE AND NATHAN HALE. 

Andre's story is the greatest romance of the Revolution. 
His youth, grace, and accomplishments won the affections 
of his guard and the sympathy of the whole army. In all 
the splendor of the full uniform and ornaments of his rank, 
in the presence of the whole American army, without the 
quiver of a muscle or a sign of fear, the officers about him 
weeping, the bands playing the dead march, he walked to 
execution. To those around he cried : '' I call upon you 
to witness that I die like a brave man/' and swung into 
eternity. 



124 AN INTERMEDIATE COURSE IN ENGLISH 

America had a parallel case in Nathan Hale. When no 
one else would go upon a most important and perilous mis- 
sion, he volunteered, and was captured by the British. He 
was ordered to execution the next morning. When asked 
what he had to say, he repHed: '' I regret that I have but 
one Hfe to lose for my country." 

The dying declarations of Andre and Hale express the 
animating spirit of their several armies, and teach why, 
with all her power, England could not conquer America. 
'' I call upon you to witness that I die like a brave man," 
said Andre; and he spoke from British and Hessian sur- 
roundings, seeking only glory and pay. '' I regret that I 
have but one life to lose for my country," said Hale ; and 
with him and his comrades self was forgotten in that passion- 
ate patriotism which pledges fortune, honor, and life to the 
sacred cause. 

Chauncey M. Depew (alt.). 

NATHAN HALE. 

It is the deed and the memorable last words we think of 
when we think of Nathan Hale. For all the man's life, all 
his character, flowered and bloomed into immortal beauty 
in this one supreme mioment of self-sacrifice, triumph, de- 
fiance. The ladder on which the deserted body stood amidst 
the enemies of his country, when he uttered those last words, 
which all human annals do not parallel in simple patriotism 
— the ladder, I am sure, ran up to Heaven, and if angels 
were not seen ascending and descending it in that gray 
morning, there stood the embodiment of American courage, 
unconquerable ; American faith, invincible ; American love 
of country, unquenchable; a new democratic manhood in the 
world, visible there for all men to take note of, crowned 
already with the halo of victory, in the Revolutionary Dawn, 



LESSON XXII 



125 



It was on a lovely Sunday morning, September 22, be- 
fore the break of day, that he was marched to the place of 
execution. While awaiting the necessary preparations, a 
courageous young officer permitted him to sit in his tent. 
He asked for the presence of a chaplain; his request was re- 
fused. He asked for a Bible; it was denied. But at the 
solicitation of the young officer he was furnished with writ- 
ing materials^ and wrote briefly to his mother, his sister, and 
his betrothed. When the infamous Cunningham, to whom 
How^e had delivered him, read what was written, he was 
furious at the noble and dauntless spirit shown, and with 
foul oaths tore the letter into shreds, saying afterward that 
''The rebels should never know that they had a man who 
could die with such firmness.'' As Hale stood upon a round 
of the fatal ladder, Cunningham taunted him, and scoffingly 
demanded '' his last speech and confession." The hero did 
not heed the words of the brute, but looking calmly on the 
spectators, said in a clear voice : — 

'' I only regret that I have but one life to lose for my 
country." Charles Dudley Warner 

(Abridged.) 



EXERCISES. 

a. For phonic drill: — Words spelled differently but 
pronounced alike.) 



road 


rode 


rose 


rows 


groan 


grown 


birth 


berth 


so 


sow 


sew 




eight 


ate 


reign 


rain 


way 


weigh 


red 


read 


straight 


strait 


blew 


blue 


right 


Wright 


rite 


write 



126 AN INTERMEDIATE COURSE IN ENGLISH 

b. Use each of the following words in two original sen- 
tences: — 

Patriot ; army ; sympathy ; brave ; ladder ; love ; speech ; 
life. 

•c. Express the first paragraph "' Partiotisni. " in a single 
sentence, 

d. Explain the phrases: — 

Won the affection; swung into eternity; a parallel 
case ; flowered and bloomed into immortal beauty ; before 
the break of day ; the fatal ladder. 

e. Give the principal parts of the following verbs: — - 
Fight; think; win; speak; forget; run; stand; write; 

read; tear. 

/. For oral or zmntten composition: — 

How may a man be a patriot in time of peace ? What 
is a romance? What revolution is referred to? What 
is the dead march? Who was Andre? Who was Hale? 
Why were they executed? What is a halo? Why is a 
chaplain usually present at an execution? Name other 
patriots and tell what they did. 

g. For translation into English: — 

1. Algunas veces nosotros creemos que nuestros solda- 
dos son los unicos patriotas, pero eso no es verdad. Un 
abogado, un comerciante, 6 un maestro puede ser un 
buen patriota. 

2. iNo era Washington patriota? Si, pero tal vez 
Franklin y muchos otros que no sirvieron en el ejercito 
eran igualmente patriotas. No hay duda de que fueron 
verdaderos ciudadanos. 

3. iHa leido V. la triste historia del Mayor Andre? 
Este guapo oficial ingles era uno de los jovenes mas 
valientes del ejercito. £1 peleo contra los americanos 
durante la Guerra de la Independencia. 



LESSON XXIII 127 



4. Andre fue capturado por los americanos mientras 
estaba sirviendole de espia a las fuerzas britanicas. Se 
capto las simpatias de sus enemigos, pero estos se vieron 
obligados a ejecutarlo. 

5. Un espia es una persona que procura obtener in- 
formes de un modo secreto. Segun las reglas comunes 
de la guerra, a los espias se les ejecuta. 

6. Los soldados de la Gran Bretana estaban sirviendo 
por gloria y por paga; los americanos estaban sirviendo 
por amor a su pais. Con todo su poder Inglaterra no 
pudo veneer a los americanos. 

7. Nathan Hale era maestro de escuela antes de 
entrar en el ejercito. Recibio el nombramiento de capi- 
tan gracias a su patriotismo y valor y se la asignaron 
puestos de importancia. 

8. Los soldados britanicos cogieron prisionero a este 
patriota y lo ejecutaron como espia. £l pidio un 
sacerdote y una biblia, pero su peticion fue desatendida. 
A su madre le escribio una carta muy corta. 

9. Jamas podremos olvidar las ultimas frases del 
valiente joven. Al ponerse de pie en la escala y mirar 
a los que le rodeaban dijo: '' Lo que siento es no tener 
mas que una vida que sacrificar por mi pais." 



LESSON XXIIL 



SELECTIONS FOR READING. 



THE ENGLISH LANGUAGE. 



The English language has a history that extends back 
for some fifteen hundred years. 

In the fifth century of the Christian era, England was 



128 AN INTERMEDIATE COURSE IN ENGLISH 

inhabited by various tribes of the ancient Britons, who 
spoke a language altogether different from English. They 
had been four centuries under the rule of the Roman Em- 
pire, and consequently Latin, the language of the Romans, 
was used to some extent in the larger cities. In general, 
however, the Britons spoke a tongue resembling that of 
the modern inhabitants of Wales, who are their descendants. 

In the fifth century the island was invaded by several 
wild, piratical tribes, whose home was in northern Germany, 
in the low countries on the eastern and southern shores of 
the North Sea. Of these tribes the most important were 
the Angles and the Saxons, whose language was similar 
to that tongue which has since become Dutch. 

In a long war, or rather a series of wars, the Angles and 
the Saxons made themselves masters of Britain. They 
became civilized and began to cultivate literature. Their 
language, which they usually called ''English'' (that is, 
''the tongue of the Angles''), gradually spread through 
most of the island. In Wales, however, the ancient Britons 
continued to use their own language, which is still spoken 
by their descendants, the Welsh; and in the northern part 
of Scotland, Gaelic, which is akin to Welsh, and identical to 
all intents and purposes with the native language of Ireland, 
has never died out. 

The oldest period of the language is commonly called 
either Anglo-Saxon (from the Angles and Saxons) or Old 
EngHsh. 

In the year 1066, England was invaded by the Normans, 
a Scandinavian tribe who had taken possession of Nor- 
mandy (in northern France) about a hundred fifty 
years before. At the time of the Norman Conquest, the Nor- 
mans had given up their native Scandinavian and spoke a 
dialect of French. 



LESSON XXIII 129 



From the middle of the eleventh century to about the 
year 1400, two languages were common in England : Eng- 
lish, which was spoken by a majority of the people, and 
which was a descendant of the language of the Anglo- 
Saxons, and French, which was the language of the court 
and of high society. 

Gradually, however, the speaking of French died out 
among the inhabitants of England, except as an accomplish- 
ment, and the English tongue became the only natural lan- 
guage of Englishmen, whether they were of Anglo-Saxon 
or of Norman descent. 

Meantime, however, the Old English or Anglo-Saxon lan- 
guage had become very much changed. By the year 1400 
it had lost most of its inflections, and had adopted a large 
number of new words from French and Latin. 

The period of English from about 1200 to 1500 is usu- 
ally called the middle English period, to distinguish it from 
Old English or Anglo-Saxon on the one hand, and, on the 
other, from Modern English, the form of the language 
with which we are now familiar. 

Even within that period which we call the Modern Eng- 
lish period, the language has undergone many changes in 
pronunciation, in form, and in construction. Both Shake- 
speare and Tennyson, for example, are counted as Modern 
English writers, but we do not need to be told that Shake- 
speare's language is considerably different from that of 
Tennyson. 

The explorations, discoveries, and conquests of the people 
of Great Britain have resulted in the spread of their lan- 
guage to all parts of the world, so that it is now not merely 
the language of England, but, to a considerable extent, that 
of Scotland, Ireland, North America, Australia, and India, 



130 AN INTERMEDIATE COURSE IN ENGLISH 

Besides this, there is no quarter of the globe where Eng- 
Hsh-speaking persons cannot be found. 

The outgrowth of EngHsh from two distinct sources is 
very noticeable in its vocabulary and lias made the language 
rich in synonymous terms. Almost every idea may be ex- 
pressed either by the use of a word of Anglo-Saxon origin, 
or by one of Latin origin. The commonest and most sim- 
ple words are, as a rule, derived from the Anglo-Saxon ; the 
more ornate and literary forms come from the Latin. 

Nearly every word used in the Latin language has a 
derivative in modern English. The Spanish language is 
directly descended from Latin. Thus the two tongues, Eng- 
lish and Spanish, have in common a very large Latin ele- 
ment, which shows itself in their respective vocabularies, 
and proves of great assistance to the student. 

In regard to orthography, English is perhaps the most 
difficult of languages. Almost every sound is expressed in 
several dififerent ways, and almost every letter of the alpha- 
bet has several dififerent phonetic values. It is almost use- 
less to attempt to follow any general rule in determining 
the correct pronunciation or the correct spelling of unfa- 
miliar words. Each of the words must be learned sepa- 
rately, and the dictionary must be the final authority for 
either pronunciation or spelling. 



EXERCISES. 



a. For phonic drill: (Words spelled alike but pro- 
nounced dififerently.) 

row, pronounced like so, remar 
row '' " how, una rina 

bow ** " so, un arco 





LESSON XXIIJ 


131 


bow, pronounced 


like 


how, saludar 




read '' 






feed, leer 




read " 






red, leyo 




lead " 






feed, dirigir 




lead " 






led, el plomo 




wind " 






sinned, el viento 




wind *' 






blind, enroUar 





b. Use each of the words in exercise a in an original 
sentence. 

c. Make a list of all words in the first four paragraphs 
of the reading lesson which are similar in form to Spanish 
zvords. 

d. Give the principal parts of the following verbs: — 
Speak ; become ; spread ; give ; come. 

e. Explain the phrases: — 

In general ; or rather ; to cultivate literature ; identical to 
all intents and purposes ; are counted "^ as Modern English 
writers ; no quarter of the globe ; the final authority. 
/. For oral or written composition: — 

What is the Christian era? What can you tell of the 
Roman Empire? Where is Wales? What is a pirate? 
Where is Dutch spoken ? What is a dialect ? What is an 
accomplishment? What are inflections? What explora- 
tions, discoveries or conquests have been made by the 
English? How does the English word ''assistance" 
differ in meaning from the Spanish '' asistencia '' ? What 
is orthography? What invasions of foreign people have 
affected the Spanish language? 
g. For translation into English: — 

I. La historia del idioma ingles, como la del castellano, 
data de muchos siglos. Las tribus que habitaban la an- 
tigua Inglaterra no hablaban el ingles. 

* See footnote, page 139. 



132 AN INTERMEDIATE COURSE IN ENGLISH 

2. El latin era el idioma de los antiguos romanos. El 
Imperio Romano domino el mundo y por consiguiente su 
idioma se hizo casi universal. 

3. Los anglos y los sajones eran tribus salvajes y pi- 
ratas que vivian cerca del Mar del Norte. En el siglo 
quinto de la Era Cristiana invadieron a Inglaterra y 
conquistaron a sus habitantes. 

4. El lenguaje de los britanicos todavia se habla en 
Gales. Es muy distinto del ingles y de otras lenguas 
modernas. En Irlanda y Escocia se habla un idioma pa- 
recido. 

5. Nota V. la semejanza que hay entre algunas palabras 
inglesas y castellanas. Las que son parecidas en los dos 
idiomas son generalmente de origen latino. Esas pala- 
bras es facil aprenderlas. 

6. El ingles y el castellano se hablan en todas partes 
del mundo. En el Nuevo Mundo el idioma de todo pais 
de importancia, salvo el Brasil, es uno u otro de estos dos 
idiomas. 

7. El idioma ingles tiene muchas palabras sinonimas. 
De ellas unas se derivan del anglosajon y otras del latin. 
En la conversacion diaria se da la preferencia a las pa- 
labras de origen anglosajon. 

8. i Como deletrea V. la palabra equivalente a dspero 
en ingles? La palabra es rough y se deletrea r-o-u-g-h. 
I Como se pronuncia la palabra b-o-u-g-h? Esa se pro- 
nucia hough, Yo creia que b-o-w se pronunciaba bough. 
Si, asi es : las dos palabras se pronuncian como si se de- 
letrearan del mismo modo. 

9. El modo de deletrear el ingles es muy raro. Hasta 
los mismos americanos tienen que aprender a deletrear 
cada palabra de por si, y con frecuencia tienen que re- 



LESSON XXIV 133 



currir al diccionario para determinar el modo de pronun- 
ciar una palabra correctamente. 



LESSON XXIV. 



SELECTIONS FOR READING 



POETRY AND VERSIFICATION. 

English versification is simple, based entirely upon accentu- 
ation. A single verse, or line, consists of a certain number 
of syllables, varying from two to thirty, with regularly 
recurring accents. One accented syllable with its accom- 
panying unaccented syllable or syllables, is called a metrical 
foot, and the verse is measured by this metrical foot. The 
harmonious arrangement of accented syllables is called 
rhythm. The rhythmical arrangement of syllables into feet 
is called the meter. 

The most common English verses are of four or five feet, 
each foot of two syllables. Such a verse is the following: 

The mas- | ter of | the dis- | trict school. 
In this line the accent falls upon the second syllable of 
each foot. This is called Iambic measure and a single foot 
is called an Iambus. 

Another two-syllable foot is shown in the line — 

Tell me | not in | moiirn-ful | mim-bers, 
where the accent falls on the first syllable of each foot. 
This is called Trochaic measure and a single foot is a Tro- 
chee. 

Two feet of three syllables each are also used in English 
verse — the Dactyl, in which the accent is upon the first 
syllable, and the Anapaest, which has the accent on the last 



134 AN INTERMEDIATE COURSE IN ENGLISH 

syllable. Longfellow's '' Evangeline " is written in Dactylic 
measure : 

'' This is the | for-est pri- | me-val, the | mur~mur-ing [ 
pines and the | hem-locks, 

The Anapaestic measure is less commonly used. An ex- 
ample is the following: 

In the si- | lence of night 

We have heard | the wild cry. 

Rhyme is the correspondence of sound in different sylla- 
bles or words. The commonest rhyme consists of similar 
vowel sounds preceded by different consonants. Thus, the 
following pairs of words rhyme with each other : — 

Make, take ; dark, lark ; cold, bold ; right, white. 

A stanza consists of a certain number of lines or verses 
regularly arranged. It may be of only two lines, a stanza 
which is called a couplet. The last words of the two lines 
usually rhyme with each other. It may be of three lines, 
a triplet, the three lines ending in a common rhyme. But 
the most common stanza has four lines, the first rhyming 
with the third and the second with the fourth. Stanzas 
of five, six, seven, eight or nine lines are sometimes found. 

The student of English should not neglect poetry: al- 
though more difficult than prose to understand, it is a val- 
uable aid in obtaining a wide vocabulary, and may also as- 
sist much in indicating the correct pronunciation of unfa- 
miliar words. 



THE COUNTRY SCHOOLMASTER.^ 

Brisk wielder of the birch and rule, 
The master of the district school 

^ This is an extract from the long poem, " Snow Bound." This poem de- 
scribes a snow storm and tells how the time was passed in a farmhouse during 
the storm. Each occupant of the house is described. 



LESSON XXIV 135 



Held at the fire his favored place ; 

Its warm glow lit a laughing face 

Fresh-hued and fair,^ where scarce ^ appeared 

The uncertain prophecy of beard. 

Born the wild Northern hills among/ 

From whence ^ his yeoman father wrung 

By patient toil subsistence scant,^ 

Not competence and yet not want, 

He early gained the power to pay 

His cheerful, self-reliant way ; 

Could doff '^ at ease his scholar's gown 

To peddle wares from town to town ; 

Or through the long vacation's reach 

In lonely lowland districts teach. 

Where all the droll experience found 

At stranger hearths in boarding 'round,^ 

The rustic party, with its rough 

Accompaniment of blind-man's-buff,^ 

And whirling plate,^ and forfeits paid, 

His winter task a pastime made. 

Happy the snow-locked homes wherein 1^ 

He tuned his merry violin. 

A careless boy that night he seemed ; 

But at his desk he had the look 

And air of one who v^isely schemed, 

^Fair: Note that this word has various significations. It is here equal 
to blonde. 

^Scarce, in prose ** scarcely " would be used. 

'^ Among, in prose the preposition should precede its noun: thus, this line 
would read, " Born among the wild, northern hills." 

^ Whence ; this word means " from which." The expression " From whence " 
is redundant. 

^ Scant, in prose the adjective should precede the noun. 

"^ Doif, a poetical and archaic word. In prose we say " take off." 

^Boarding 'round: It was formerly the custom for the teacher in a countrv 
school to spend a few days at the home of each of his pupils. This was known 
as " boarding 'round." 

^ Blind-man s-huif, whirling the plate: Games commonly played at country 
parties. 

^"^ Wherein, equal to " in which." 



136 AN INTERMEDIATE COURSE IN ENGLISH 

And hostage from the future took 
In trained ^^ thought and lore of book. 

John G. Whittier. 



A PSALM OF LIFE. 

Tell me not in mournful numbers,^^ 

Life is but an empty dream ! 
For the soul is dead that slumbers, 

And things are not what they seem. 

Life is real! Life is earnest! 

And the grave is not its goal; 
Dust thou art,i^ to dust returnest, 

Was not spoken of the soul. 

Lives of great men all remind us 

We can make our lives sublime, 
And, departing, leave behind us 

Footprints on the sands of time; 

Footprints, that perhaps another. 

Sailing o'er ^^ life's solemn main, 
A forlorn and shipwrecked brother, 

Seeing, shall take heart again. 

Let us, then, be up and doing, 

With a heart for any fate; 
Still achieving, still pursuing, 

Learn to labor and to wait. 

Henry Wadsworth Longfellow. 

1^ Trained: This word is divided into two syllables for the sake of the met- 
rical arrangement. Ordinarily it is pronounced as one syllable. 
^^ Numbers, a poetical term for verses. 

^^ Thou art: The use of the second person singular is common in poetry. • 
^^ O'er,, equal to over. 



LESSON XXIV 137 



EXERCISES. 

a. For phonic drill: — (Nouns and verbs, or adjectives, 
spelled alike, but accented dififerently.) 

Present, a gift. 

present, to give. 

accent, the stress of the voice on a syllable. 

accent, to indicate the accent. 

expert, one who is skilled. 

expert, skilled. 

discount, an amount deducted. 

discount, to deduct. 

perfume, an agreeable odor. 

perfume, to make odorous. 

b. Use each of the words in exercise a in an original 
sentence. 

c. Find several rhymes for each of the following words: 
— Fly; hand; book; old; trite; seat. 

d. Rewrite, in prose form, the selection '' The Country 
Schoolmaster!' 

e. Give principal parts of the following verbs: — 
Fall ; show ; hold ; light ; wring ; tell ; doff ; speak. 

/. For oral or written composition: — 

What different significations has the word foot? What 
is meant by the '' scholar's gown '' ? What games are 
played at parties in Porto Rico? What is a violin? 
What is a dream? Of what was '' Dust thou art to dust 
returnest " spoken? What ought we to achieve? What 
ought we to pursue ? 
g. For translation into English: — 

lo En la versificacion inglesa el ritmo se basa en la 



138 AN INTERMEDIATE COURSE IN ENGLISH 

acentuacion de las silabas. El orden de los acentos debe 
seguir una regla general. 

2. Se llama pie a una silaba acentuada con una 6 dos 
sin acento. El acento puede caer en la primera 6 en la 
ultima silaba del pie. 

3. El verso mas comun tiene los pies de dos silabas. 
Algunas veces se emplean en el mismo verso los pies de 
dos y los de tres silabas. 

4. La rima se basa en las vocales. Las palabras 
rimadas deben tener los mismos sonidos. For ejemplo, 
los vocablos down y brown riman, pero dozvn no rima 
con blown. 

5. Dos 6 mas versos puestos en una forma regular 
hacen una estrofa. La estrofa mas de moda consta de 
cuatro versos, pero se puede usar nueve 6 diez versos. 

6. El joven maestro se sienta cerca del fuego y las 
llamas alumbran su cara rubia. Su padre no era un 
hombre rico y el joven ha aprendido a ganar su propia 
subsistencia. 

7. Ya parecia un muchacho descuidado, ya un sabio. 
Podia jugar a la gallina ciega 6 tocar el violin. Siempre 
la gente estaba contenta de recibirle en su casa. 

8. La vida no es sueno, pero es verdad que las cosas 
no son siempre lo que parecen. El alma no es de polvo 
y no se queda en la tumba. La vida real es la vida del 
alma. 

9. Las vidas de los hombres grandes nos recuerdan 
que podemos tambien vivir bien. Quizas algiin hermano 
desamparado vera nuestras huellas, y se reanimara. 



LESSON XXV 139 



LESSON XXV. 



SELECTIONS FOR READING. 



STEP BY STEP. 

Heaven is not reached at a single bound; 
But we build the ladder by which we rise 
From the lowly earth to the vaulted skies, 

And we mount to its summit round by round. 

I count ^ this thing to be grandly true : 
That a noble deed is a step toward God, 
Lifting the soul from the common clod 

To a purer air and broader view. 

We rise by the things that are under our feet; 

By what we have mastered of good and gain; 

By the pride deposed, and the passion slain, 
And the vanquished ills that we hourly meet. 

We hope, we aspire, we resolve, we trust. 

When the morning calls us to life and light. 
But our hearts grow weary, and ere the night 

Our lives are trailing the sordid dust. 

We hope, we resolve, Vv^e aspire, we pray. 

And we think that we mount the air on wings 
Beyond the recall of sensual things, 

While our feet still cling to the heavy clay. 

^ Count, equal to consider. 



140 AN INTERMEDIATE COURSE IN ENGLISH 



Wings for the angels, but feet for men ! 

We may borrow the wings to find the way, — 
We may hope, and resolve, and aspire, and pray ; 

But our feet must rise, or we fall again. 

Only in dreams is a ladder thrown 

From the weary earth to the sapphire walls ; 
But the dreams depart, and the vision falls. 

And the sleeper ^ wakes on his pillow of stone. 

Heaven is not reached at a single bound; 
But we build the ladder by which we rise 
From the lowly earth to the vaulted skies, 

And we mount to its summit round by round. 

J. G. Holland. 

THE VILLAGE BLACKSMITH. 

Under a spreading chestnut-tree 

The village smithy stands ; 
The smith, a mighty man is he,^ 

With large and sinewy hands ; 
And the muscles of his brawny arms 

Are strong as iron bands. 

His hair is crisp, and black, and long, 

His face is like the tan; 
His brow is wet with honest sweat, 

He earns whatever ^ he can, 
And looks the whole world in the face, 

For he owes not any man. 

^Sleeper: Reference is here made to the Bible story of Jacob and his dream 
of the ladder with the angels ascending and descending: see Genesis 28, 12. 
^ In prose this line would read " The smith is a mighty man." 
* Whate'er, equal to whatever. 



LESSON XXV 141 



Week in, week out,^ from morn ^ till night, 

You can hear his bellows blow. 
You can hear him swing his heavy sledge, 

With measured beat and slow, 
Like a sexton ringing the village bell, 

When the evening sun is low. 

Toiling, — rejoicing, — sorrowing, 

Onward through life he goes ; 
Each morning sees some task begin, 

Each evening sees it close ; 
Something attempted, something done. 

Has earned a night's repose. 

Thanks, thanks to thee, my worthy friend, 

For the lesson thou hast '^ taught ! 
Thus at the flaming forge of life 

Our fortunes must be wrought;^ 
Thus on its sounding anvil shaped 

Each burning deed and thought. 

Henry Wadsworth Longfellow. 



AMERICA. 

My country, 'tis of thee. 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died, 

5 Week in, week out, equal to every week. 

^ Morn, poetical for morning. 

~ Second person singular, equal to you have. 

^ Wrought, an archaic and poetical form for the past tense of work; in prose 
used as an adjective in such phrases as " wrought iron." 

^ Thee, second person singular, used throughout this poem: *' Thy name I 
love," " To Thee we sing." 



142 AN INTERMEDIATE COURSE IN ENGLISH 



Land of the Pilgrim's pride 
From every mountain side 



Let freedom ring. 



My native country, thee — 
Land of the noble, free — 

Thy name I love ; 
I love thy rocks and rills, 
Thy woods and templed hills ; ^^ 
My heart v^ith rapture thrills, 

Like that above. 

Let music swell the breeze, 

And ring from all the trees 

Sweet freedom's song ; 
Let mortal tongues awake; 
Let all that breathe partake; 
Let rocks their silence break, — 

The sound prolong. 

Our father's God, to Thee, 
Author of liberty. 

To Thee we sing ; 
Long may our land be bright 
With freedom's holy light ; 
Protect us by thy might. 

Great God, our King. 

Samuel F. Smith. 



^^ Templed hills, that is, hills upon which churches (temples) have been 
erected. 



LESSON XXV 143 



EXERCISES. 

a. For phonic drill: {Words of common derivation, 
with variation of vowels.) 



explain 


maintain 


explanation 


maintenance 


pronounce 


contain 


pronunciation 


contents 


repeat 


pride 


repetition 


proud 


exclaim 


suspect 


exclamation 


suspicion 


speak 


vain 


speech 


vanity 



b. Use each of the words in exercise a in an original 
sentence, 

c. Use each of the following words in a question: — 
Ladder; noble; smith; strong; earn; bell; task; pride; 
music ; flag. 

d. Rewrite, in 'prose form, the first three stanzas of "" The 
- Village Blacksmith/' 

e. Give the principal parts of the following verbs: — 
Stand ; hear ; swing ; ring ; build ; rise ; awake ; break ; 
slay. 

/. For oral or zvritten composition: — 

What is a noble deed? Give an example of one. 
What does a blacksmith do? Why are his arms strong? 
What are muscles? What is the bellows? What is an 
anvil ? Why is America called the land of the '' Pilgrim's 
Pride " ? 



144 AN INTERMEDIATE COURSE IN ENGLISH 

g. For translation into English: — 

1. No podemos alcanzar al Cielo de un solo salto. No 
hay una escala pero tenemos que construir una. 

2. Un hecho noble es un paso hacia arriba. Ven- 
ciendo el orgullo y los males nos levantamos. 

3. Algunas veces estamos cansados y queremos alas. 
Los angeles tienen las alas pero los hombres no las tienen. 
Nuestros suenos pasan y nos levantamos a luchar de 
nuevo. 

4. El herrero es un hombre fuerte, de complexion 
morena. Gana lo que puede por su propio trabajo, no 
debe nada a nadie. 

5. Semana tras semana trabaja en la fragua. i No 
oye V. su gran martillo? Suena como la campana de la 
iglesia. 

6. Va siempre adelante. Cada manana empieza una 
nueva tarea y la acaba antes de la noche. Una cosa bien 
hecha da derecho a una noche tranquila. 

7. He aprendido una leccion de mi amigo el herrero : 
tenemos tambien que trabajar en la gran fragua de la 
vida, formando nuestros destinos. Cada palabra y pen- 
samiento debemos formarlos como en un yunque. 

8. '' America " es el himno nacional. Los americanos 
Uaman a su pais '' El dulce pais de la Libertad." 



REVIEW EXERCISES. 

LESSONS I TO V, INCLUSIVE. 

a. Pronounce the following words : — 

Weigh ; fear ; believe ; water ; calm ; land ; laugh ; talk ; 
strange ; watch ; field ; cause ; brave : air ; half. 

b. Use each of the words in Exercise a in a question, 
and in a sentence answering the question. 

c. Rewrite or tell briefly, the selection in Lesson IV, 
" On the Witness Stand." 

d. From the reading lessons, select ten adjectives which 
have a good or agreeable signification. Use each of them 
in an original sentence. 

e. Make an adverb from each of the adjectives used in 
Exercise d and use the ten adverbs in original sentences. 

f. Select five of the longest words used in the selections 
and use each of them in an original sentence. 

g. Subjects for composition : 

Columbus before Queen Isabela. Geographical knowl- 
edge in 1492. The early inhabitants of the West Indies. 
Career of Ponce de Leon. Spanish names. 



LESSONS VI TO X, INCLUSIVE. 

Pronounce the following words : — 

again morning pretty thick 

idle coast blow pleasant 

dim friend thought sign 

hot kind holiday strong 

145 



146 AN INTERMEDIATE COURSE IN ENGLISH 

b. Use each of the words in Exercise a in an original 
sentence. 

c. Rewrite, or tell briefly, the selection, '' He Didn't 
Want to Live," Lesson VL 

d. From the reading lessons, select five words which 
may be used either as nouns or verbs, and use each of 
them, first as a noun and second as a verb, in original 
sentences. 

e. Select from the reading lessons six words of three 
syllables each, and use each in an original sentence. 

f. Subjects for compositions: — 

Fashions in clothing in Porto Rico. A usual Porto 
Rican dinner. A storm in summer. The profession of 
teaching. Early discoveries and settlements in America. 



LESSONS XI TO XV, INCLUSIVE. 

a. Pronounce the following words : 

extend school good soup 

food fruit usual month 

love -ousin hard prove 

blue country sum suit 

b. Use each of the words in Exercise a in a question. 

c. Rewrite, or tell briefly, the selection ^' The Boat 
Race,'' Lesson XIL 

d. From the reading lessons, select ten nouns which 
have forms similar to Spanish words, and use each of 
them in an original sentence. 

e. From the reading lessons, select ten adverbs and use 
each of them in an original sentence. 

f. Use in original sentences the ten adjectives which 
correspond to the ten adverbs of Exercise e. 



REVIEW EXERCISES I47 



g. Subjects for compositions : — 
A holiday feast. 
A trip to New York. 
Railroads in Porto Rico. 
Spanish and American money. 
Clocks and watches. 



a. 





LESSONS XVI 


TO XX, INCLUSIVE. 




Pronounce the following 


words : — 




work 


person 




queen 


gown 


mouse 


coin 




island 


people 


mineral 


town 




girl 


surface 


boy 


wheel 




noise 


crown 



b. Use each of the words m Exercise a, together with 
an adjective selected from the reading lessons, in an orig- 
inal sentence. 

c. Rewrite, or tell briefly, the selection in Lesson XIX, 
*' The Arab and his Camel." 

d. From the reading lessons select ten words of four 
syllables each, and use each in an original sentence. 

e. Write a letter to the postmaster at San Juan, apply- 
ing for a position in the post office. 

f. Subjects for compositions: 

Ancient and modern schools. 

Domestic animals in Porto Rico. 

Letter writing. 

Power of observation. 

Advantages of a republican form of government. 

Municipal government in Porto Rico. 



148 AN INTERMEDIATE COURSE IN ENGLISH 

LESSONS XXI TO XXV, INCLUSIVE. 

a. Pronounce the following words : — 



bicycle 


dwarf 


exactly 


hurry 


future 


hereditary 


grief 


identical 


intelligence 


persistent 


prayer 


locomotive 


luxurious 


shrill 


satisfaction 


region 



b. Use each of the words in Exercise a in an original 
sentence : — 

c. Rewrite, or tell briefly, the selection " Nathan Hale,'' 
in Lesson XXII. 

d. From the reading lessons, select ten verbs which are 
used in the present tense, and use the past tense, neg- 
ative, of each in original sentences. 

e. Make a complete English-Spanish vocabulary for the 
selection '' Step by Step '' in Lesson XXV. 

f. Subjects for compositions: — 

An industrious man. 

A lazy man. 

A patriotic man. 

The English language. 

English poetry. 

Spanish poetry. 



LIST OF MOST COMMON ABBREVIATIONS. 



@ At or to. 

A. B. or B. A. Bachelor of 

Arts. 
Acct. Account. 

A. D, In the year of our 

Lord. 

Ala. Alabama. 

A. M. ( or a. m.) Before 

noon (ante meridiem,) 

A. M. or M. A. Master of 

Arts. 
Ark. Arkansas. 

Asst. Assistant. 

Aug. August. 

Ave. or Av. Avenue. 

B. C. Before Christ. 
Cal. California. 
Capt. Captain. 
Co. Company. 
Co. County. 

C. 0. D. Collect on Delivery. 
Col. Colonel. 
Col. or Colo. Colorado. 
Com. Commissioner. 
Conn. Connecticut. 
Cr. Creditor. 
Ct. Cent. 



Dak. Dakota. 

D. C. District of Columbia. 

D. D. Doctor of Divinity. 
Dec. December. 
Del. Delaware. 
Dept. Department. 
Do. The same (ditto). 
Dr. Debtor. 
Dr. Doctor. 

E. East, 
e. g. For example (exempli 

gratia). 

Esq. Esquire. 

etc. or &c., And others ; and 

so forth. 

Ex. Example. 

F. or Fahr., Fahrenheit 

(thermometer). 
Feb. February. 

Fla. Florida. 

Fri. Friday. 

Ga. Georgia. 

Gen. General. 

Gov. Governor. 

Hon. Honorable. 

111. Illinois. 

Ind. Indiana. 



149 



150 



AN INTERMEDIATE COURSE IN ENGLISH 



Ind. T. Indian Territory, 

inst., The present month 
(instant). 

lo. Iowa. 

Jan. January. 

Jr. Junior. 

Kan. Kansas. 

Ky. Kentucky. 

La. Louisiana, 

tt). Pound. 

L. I. Long Island. 

Lieut. Lieutenant. 

LL. D. Doctor of Laws. 

M. Noon {meridies). 

m. Meter. 
Ma j. -Gen. Major-General. 

Mass. Massachusetts. 
M. C. Member of Congress. 
M. D. Doctor of Medicine. 

Md. Maryland. 

Me. Maine. 

Messrs. Gentlemen {Mes- 
sieurs), 

Mich. Michigan. 

Minn. Minnesota. 

Miss. Mississippi. 

Mme. Madame. 

Mo. Missouri. 

Mon. Monday. 

Mont. Montana. 

Mr. Mister. 

Mrs. Mistress. 

MSS. Manuscripts. 



Mt. Mountain. 

N. North. 

N. A. North America. 

N. B. Note well {nota bene). 
Neb. Nebraska. 

Nev. Nevada. 

N. C. North Carolina. 

N. H. New Hampshire. 

N. J. New Jersey. 

N. M. New Mexico. 

No. Number. 

Nov. November. 

N. Y. New York. 

0. Ohio. 

0. K. Satisfactory. 

Oct. October. 

Or. Oregon. 

p. Page. 

Fa. or Penn. Pennsylvania. 
Ph. D. Doctor of Philosophy. 
P. I. Philippine Islands. 

P. M. or p. m. Afternoon 
{post meridiem). 
P. M. Postmaster. 

P. 0. Post Office. 

pp. Pages. 

P. R. Porto Rico. 

Pres. President. 

Prof. Professor. 

Pro tern. For the time being 
{pro tempore). 
prox. Next month 

{proximo). 



p. s. 


Poster ipt {post 


Tues. Tuesday. 




scrip turn). 


U. S. United States. 


Rev. 


Reverend. 


U. S. A. United States Army. 


R. I. 


Rhode Island. 


U. S. A. United States of 


R. R. 


Railroad. 


America. 


Rt. Rev. 


Right Reverend. 


U. S. M. United States Mail. 


Ry. 


Railway. 


TJ. S. N. United States Navy. 


S. 


South. 


Va. Virginia. 


Sat. 


Saturday. 


Vt. Vermont. 


Sept. 


September. 


W. West. 


Sr. 


Senior. 


Wed. Wednesday. 


s. c. 


South Carolina. 


Wis. Wisconsin. 


St. 


Street. 


Wash. Washington. 


Sun. 


Sunday. 


Wy. Wyoming. 


Supt. 


Superintendent. 


W. Va. West Virginia. 


Tenn. 


Tennessee. 


yd. Yard. 


Tex. 


Texas. 


Ult. Last month {ultimo). 


Thurs. 


Thursday 





VOCABULARY 



153 



VOCABULARY 



En este vocabulario no aparecen las palabras espanolas 
de forma tan seme j ante a las inglesas que se puede conocer- 
las sin dificultad. En su lugar, despues de la palabra inglesa 
se encuentra un guion; por ejemplo, despues de instruction 
el guion ocupa el lugar de la palabra espanola instrnccion. 



ABBREVIATIONS. 



a., adjective. 
adv., adverb. 
conj., conjunction. 
inter., interjection. 
irr., irregular. 
n., noun. 



Abandon, reg. v. 
abbreviate, reg. v. 
abbreviation, n., 
absolute, a., 



abstract, n., resumen. 

absurd, a., 

abundant, a., 



abundantly, adv., 

accent, n., 

accented, a., 



accentuation, n., ■ 
accident, n.. 



accompaniment, n., acom- 
panamiento. 



part., participle. 
pi., plural. 
pro., pronoun. 
prep., preposition. 
reg., regular. 
v., verb. 



accompany, reg. v., acom- 

panar. 
accomplishment, n., consu- 

macion, conocimiento. 
according, part., segiin. 
account, n., cuenta ; on ac- 
count of, por motivo de. 
accurate, a., exacto. 

accuse, reg. v., 

accustom, reg. v., acostum- 

brar. 
achieve, reg. v., lograr. 
acknowledge, reg. v., reco- 

nocer. 
a-courting, part, (forma an- 

ticuada. Vea court.), cor- 

tejar. 



ISS 



IS6 



AN INTERMEDIATE COURSE IN ENGLISH 



acquaintance, n., conoci- 

miento. 
to acquaint, rcg. v., conocer. 
acquire, rcg. v., adquirir. 
act, reg. v., actuar. 

action, n., 

add, reg, v., aiiadir. 
admiration, n., 



advance, reg, v,, adelantar. 
advertisement, n,, anuncio. 
affair, n,, asunto. 
affect, reg. v, afectar. 
affection, n., afecto, amor. 
affectionately, adv,, carinos- 

amente. 
afford, reg. v., dar. 
afraid, a., amedrentado, 
against, prep., conivdi, 
age, n.y edad. 
aid, n., auxilio. 
aimless, a., sin objeto fijo. 
aisle, n., calle (en una es- 

cuela 6 iglesia), pasillo. 
akin, a., relacionado. 
alarm, n., asusto; alarm 

clock, n., reloj desperta- 

dor. 
alike, a., seme j ante. 
allow, reg, v., permitir. 
almighty, a., todopoderoso. 

The Almighty, n,, Dios. 
almond, n., almendra. 
aloud, adv,, en alta voz. 



alphabet, n,, 

alternately, adv., por turno. 
altogether, adv., en todo. 

ambitious, a., • 

amidst, prep., entre. 
ammunition, n., municiones. 
among, prep,, entre. 
amount, n., montante. 

ample, a,, 

anapaest, n., anapesto. 
anapaestic, a., anapestico. 
ancestor, n., progenitor. 
ancestry, n., linaje. 
anchor, n., ancla. 
ancient, a., antiguo. 

angel, n., 

angry, a., colerico. 
animating, part., animante. 
annals, n. pi., anales. 

announce, reg. v., 

ant, n., hormiga. 
answer, reg. v., contestar. 
antonym, n., palabra de sig- 

nificacion opuesta a otra. 
anvil, n., yunque. 
anywhere, adv., por donde 

quiera. 
apart, adv., aparte: to tell 

apart, distinguir. 
apiece, adv., cada uno. 
apparently,- adv., aparente- 

mente. 
appear, reg v., aparecer, 



VOCABULARY 



157 



appearance, n., apanencia. 

appetite, n., 

application, n., solicitud. 

apply, reg. v., hacer solici- 
tud. 

appoint, reg v., nombrar. 

appreciate, reg v., apreciar. 

appreciation, n., 

approach, reg. v., aproximar. 

appropriate, a., a proposito. 

arched, a., arqueado. 

archipelago, n,, • 

architect, n,, 

arise, irr. v., (arose, arisen,)' 
subir, levantarse. 

aristocracy, n,, 

arithmetical, a., 

armor, n,, armadura. 

army, n,, ejercito, 

arrangement, n,, arreglo. 

arrival, n., llegada. 

arrow, n., flecha. 

article, n., articulo. 

ascend, reg. v., 

ashamed, a., vergonzoso : to 
be ashamed, tener vergii- 
enza. 

aside, adv., a un lado. 

aspire, reg. v., 

assistance, n., ayuda. 

assortment, n., surtido. 

assure, reg. v., asegurar. 

astonish, reg v., asombrar. 



attack, reg. v., 

attempt, reg. v., tratar de. 

attention, n., 

attractive, a., 

aunt, n., tia. 
author, n., autor. 
authority, ;i., autoridad. 
automobile, n., 



avordupois, a., sistema de 

pesos. 
await, reg. v. aguardar. 
awake, irr. v. (awoke, 

awaked ; tambien reg. ) , 

despertar. 
away, adv., afuera. 
awhile, adv., un rato. 

B 

baby, n., nene. 

babyhood, n., infancia. 

back, n., lomo. 

back, adv,, atras ; to bring 

back, traer otra vez. 
backwards, adv., hacia atras. 
bag, n., saco, bolso. 
l)aggage, n., bagaje. 
balance, n., balanza. 
bald-headed, a., calvo. 
balloon, n., globo. 
band, 11., faja, cinta ; banda 

de miisica. 
banish, reg. v., desterrar. 



158 



AN INTERMEDIATE COURSE IN ENGLISH 



bank, n,, orilla (de un rio) ; 

banco; bank-bill, n., bil- 

lete de banco. 
banner, n., estandarte, ban- 

dera. 
baptize, reg. v., bautizar. 
barefooted, a., descalzo. 
bareheaded, a., descubierto, 

sin sombrero. 
bargain, n., contrato; ganga. 
bark, reg, v, ladrar. 
barn, n,, granero. 
barrel, n., barril. 
•barter, reg. v,, traficar. 
base-ball, n,, juego de pe- 

lota. 
battle-ship, n., barco de 

guerra del mayor tamano. 
beak, n., pico. 
beam, n,, destello. 
bear, n., oso. 
bear, irr, v. (bore, borne), 

llevar, aguantar; (bore, 

born or borne), nacer. 
beard, n,, barba. 
bearer, n., portador. 
beast, n., bestia. 
beat, n., golpe. 
beat, irr, v. (beat, beat or 

beaten), batir, veneer. 
beauty, n., belleza. 
become, irr. v., (became, be- 
come), llegar a ser. 



bed, n., cama. 

beef, 7t., carne de vaca. 

beef -steak, n., filete frito 6 
asado; biftek. 

before, prep., adv., ante, de- 
lante. 

begin, irr. v., (began, be- 
gun), empezar. 

behind, prep., adv., detras. 

behold, irr. v., (beheld, be- 
held), mirar. 

belief, n., creencia. 

believe, reg. v., creer. 

bell, n., campana. 

bellows, n., fuelle. 

below, prep., abajo. 

beneath, prep., adv., abajo. 

bench, n., banco. 

bend, irr v. (bent, bent), en- 
corvar, encaminar. 

berth, n., litera. 

beseech, irr. v. (besought, 
besought), implorar. 

betrothed, n., prometido, no- 
vio. 

beyond, prep., adv., mas alia. 

Bible, 11., Biblia. 

bicycle, n., bicicleta. 

bid, irr. v. (bade or bid, bid- 
den or bid), mandar. 

bind, irr. v. (bound, bound) 
atar. 

birth, n., nacimiento. 



VOCABULARY 



159 



bit, n., pedacito. 

bite, irr. v. (bit, bitten or 

bit), morder. 
bitter, a., amargo, cruel. 
blackish, a., con tendencia 

al negro. 
black-smith, n., herrador, 

herrero. 
blame, n., culpa. 
bleat, reg. v., balar. 
bless, reg, v,, bendecir. 
blessing, n., bendicion. 
blind, a., ciego ; blind-man's 

buff, 11., juego de la gal- 

lina ciega. 
blonde, a., rubio. 
blonde, n., una rubia. 
bloom, reg, v,, echar flor. 
blow, n,, golpe. 
blow, irr. v, (blew, blown), 

soplar. 
blush, reg, v., ruborizar. 
board, n,, tabla; on board 

of, a bordo. 
board, reg, v., comer 6 resi- 

dir con otra. 
boat, //., bote. 
boatswain, n., icontramaes- 

tre. 
bony, a., huesoso. 
booklet, n., folleto. 
bom, part., nacido, vea hear. 



borrow, reg, v,, pedir pres- 
tado. 

bottom, n,, fondo. 

bound, n.y salto; part., vea 
hind. 

bounty, n,, bondad. 

bow, n., proa. 

bowl, n., tazon. 

bracelet, n., brazalete. 

brain, n,, seso. 

branch, n., ramo. 

brass, n,, laton. 

brawny, a,, fuerte. 

break, irr. v. (broke, bro- 
ken), romper. 

breakfast, n,, desayuno. 

breathe, reg, v., exhalar. 

bride, n.y novia. 

bridegroom, n,, novio. 

bridesmaid, n., dama de 
honor. 

brief, a., breve. 

briefly, adv., brevamente. 

bright, a., claro, briliante. 

brighten, reg. v., abrillantar. 

brilliant, a., 

brim, n.^ borde. 

bring, irr, v,, (brought, 
brought), traer. 

brisk, a,y activo. 

British, a,, britanico. 

broad, a., ancho. 



i6o 



AN INTERMEDIATE COURSE IN ENGLISH 



brother-in-law, n., ciinado. 

brow, n., f rente. 

brunette, n., una morena. 

brunette, a., moreno. 

brute, 72., bestia, salvaje. 

build, irr. v. (built, built), 
construir, edificar. 

builder, n., contratista, con- 
structor. 

bulky, a,, voluminoso. 

bullet, n,, bala. 

bunch, n., racimo. 

bundle, n., manojo. 

burden, n,, carga. 

burn, reg, v, and irr. (burnt, 
burnt), quemar. 

bushel, n., fanega. 

business, n., negocios ; busi- 
ness suits, trajes de tra- 
bajo. 

button, n., boton. 

button, reg, v., abotonar. 

buy, irr, v, (bought, 
bought ) , comprar . 

C. 

cabin, n,, camal-ote. 

cable, n 

cadi, n,, 

cake, n., bizcocho. 

calf, n., becerro. 

camel, n,, camello. 

candy, n., bombones, dulces. 



capacious, a., capaz, grande. 

caravel, n,, 

careless, a., descuidoso. 



carpenter, n,, 

carriage, n,, carruaje. 

cartman, n., carretero. 

carve, reg. v., trinchar ; carv- 
ing knife, n., trinchante. 

case, n., caso. 

cast, irr, v., (cast, cast), ar- 
rojar. 

catch, irr. v, (caught, 
caught), coger. 

cause, n,, causa. 

cease, reg, v,, cesar. 

ceremony, n., etiqueta, cere- 
monia. 

certainly, adv,, ciertamente. 

change, n,, cambio. 

chaplain, n,, capellan. 

character, n., 



characteristic, n., 

charm, n,, encanto. 
charming, a., encantadora. 
chart, n,, mapa. 
chase, reg, v., ahuyentar. 
cheap, a,, barato. 
check, reg, v,, parar; regis- 
trar (bagaje). 
cheek, n,, me j ilia. 
cheer, reg. v., alegrar. 
cheerful, a,, alegre. 
chest, n,, pecho; caja. 



VOCABULARY 



l6l 



chestnut, n., castana. 
chicken, n., polio. 
childish, a., pueril. 
chilly, a,, frio. 
chimney, n., chimenea. 
chin, n., barba. 
china, a., porcelana. 

chocolate, n., 

choice, n., seleccion. 
choose, irr, v. (chose, chos- 
en), elegir. 
christen, 7'eg. v., bautizar. 
church, n., iglesia. 
cigar, n.j, cigarro, tabaco. 

civil, a., 

civilization, n,, 

civilized, a., • 



claim, n,, reclamacion. 
claim, reg. v., reclamar. 
clam, n,, almeja. . 
clay, n., arcilla. 
clergyman, n., cura. 
cling, irr. v. (clung, clung), 

pegarse. 
clock, n., reloj ; alarm clock, 

despertador ; clock-woj-k, 

n,, movimiento de reloj. 
clod, 11. y terron. 
close, reg. v., cerrar. 
closely, adv., contigua- 

mente. 
closet, n., armario. 



clothe, reg. v. and irr. (clad, 

clad), vestirse. 
clothes, n., pi., ropa. 
clothing, n., ropa. 
clumsy, a., tosco. 
coach, n., coche. 
coal, n., carbon. 
coat, n., casaca, chaqueta; 

frock-coat, frac. 
coin, n.y moneda. 
coin, reg. v., acufiar. 
coinage, n., acunaje. 
cold, a., frio. 
collar, n., cuello. 
college, n.j colegio, universi- 

dad. 
column, n., columna. 

combination, n., 

come, irr, v. (came, come), 

venir. 
comfort, n.y comodidad, con- 

veniencla. 
comfortable, a., confortable. 
command, n., mando. 
command, reg. v., mandar. 
committee, n., comision. 
commodity, n., comodidad, 

genero. 
common, a., comun. 

communicative, a., 

companion, n., companero. 
competence, n., subsistencia. 



1 62 



AN INTERMEDIATE COURSE IN ENGLISH 



complain, reg. v., que jar. 

complexion, n., 

composition, n,, 



comrade, n., camarade. 
confer, reg, v., conferir. 

confession, n,, 

confuse, reg. v,, turbar. 

Congress, n,, 

connect, reg, v., unir. 
conquest, n., conquista. 
consequently, adv., en con- 

secuencia. 
consent, n., consentimiento. 

consider, reg. v., 

consolation, n., 

consonant, n., 

constancy n., 

constant, a., — 

constantly, adv., 

construction, n., 

contain, reg. v., contener. 
content, a., satisfecho. 
contents, n., contenido. 
contentment, n., satisfaccion. 

continue, reg. v., , 

contrary, a., — 

contribution, n., cuota. 

convenience, n., 

conventional, a., 

conversation, n., 

cook, n., cocinero. 
copper, n., cobre. 



cord, n., cuerda (medida de 
lena). 

core, n., corazon. 

corner, n., rincon, esquina. 

correspondence, n., 

cost, irr. v., (cost, cost), 
costar. 

cotton, n., algodon. 

countenance, n., aspecto, 
continente. 

couplet, n., copla. 

courage, n., valor. 

courageous, a., valiente. 

course, n., curso : of course, 
por supuesto. 

court, n., corte. 

court, reg. v., cortejar. 

courtesy, n., cortesia. 

court-room, n., sala de jus- 
ticia. 

cousin, n., primo. 

crack, n., rendija. 

craft, n., embarcacion. 

cranberry-sauce, n., un com- 
pote de fruta. 

cruel, a., 

cravat, n,, corbata. 

crayon, n., tiza. 

creature, n., 



creep, irr. v., (crept, crept), 

gatear. 
crew, n., tripulacion. 



VOCABULARY 



163 



crisp, a., rizado. 
crowd, reg. v., amontonar. 
crown, reg, v., coronar. 
cucumber, n,, pepino. 
cuff, n., puno. 
cultivate, reg, v., cultivar. 
cup, n,, tasa. 

curl, reg, v., rizar, ensortijar. 
curly, a,, rizado. 
current, a., corriente. 
curved, part., encorvado. 
cut, irr. v., (cut, cut), cor- 
tar. 

D. 

dactyl, n., dactilo. 
dactylic, a., 



daily, a., diario. 
dainty, n., golosina. 
damsel, n,, damita. 
dance, reg. v,, bailar. 
danger, n., peligro. 
dangerous, a., peligroso. 
darkness, v., oscuridad. 
dash, n,y guion. 
dash, reg. v., arrojar, lanzar. 
dauntless, a., intrepido. 
dawn, n., amanecer. 
deal, irr. v., (dealt, dealt), 

distribuir. 
dear, a,, caro. 
debt, n., deuda. 
decimal, a., 



deck, n.y cubierta. 

declare, reg. v., 

deed, n., hecho. 
deep, a,, hondo, profundo. 
deer, n., cervo. 
defiance, n., desafio. 

define, reg, v., - 

definite, a., exacto. 
degree, n., grado. 
delay, reg, v., atrasar. 
delegate, n,, delegado. 
delegate, reg, v.. 



delicately, adv,, delicada- 

mente. 
delight, n., delicia. 
delightful, a,, encantador. 

demand, n., 

demand, reg, v,, 

democratic, a,, 



deny, reg. v., negar. 
depart, reg. v., irse, partir. 
deposed, part., destituido. 

derivative, n., 

dervish, n., 

descend, reg. v., 

descendant, n., 

descent, n., 



description, ;/., • 

descriptive, a., 

desert, n., desierto. 
deserted, 'part., abandonado. 
deserve, reg, v., merecer. 
desire, reg. v., desear. 



164 



AN INTERMEDIATE COURSE IN ENGLISH 



despair, n,, desesperacion. 
dessert, n., postre. 
destroy, reg. v., destruir. 
detract, reg, v.^ quitar, de- 

traer. 
devote, reg. v., dar. 
dial, n., esfera (de reloj.) 

dialect, n,, 

dictionary, n., — 



disgrace, n., afrenta. 
disgust, reg. v., 



difficult, a., dificil. 
difficulty, 11., dificultad. 
dig, irr, v., (dug, dug), 

cavar. 
dignified, a., digno. 

diligently, adv., 

dim, a., oscuro: dim light, 

penumbra. 
dime, n., diez centavos. 
dine, reg. v., comer. 
dingy, a., oscuro. 
dinner, n., comida. 
direct, reg. v., dirigir. 

directly, adv., 

disagreeable, a., desagra- 

dable. 
disappear, reg. v., desapa- 

recer. 
discomfort, n., molestia. 
discontented, a., malcontento. 
discourage, reg. v., desani- 

mar. 
discuss, reg. v., discutir. 
discussion, n., 



dish, n., plato, man jar. 
disinterested, a., 



dislike, reg, v., desagradar. 
dismiss, reg. v., despedir. 
dispute, reg. v., argiiir. 
disrespectful, a., irrespetuoso. 

distance, n., 

distant, a., 

distinguish, reg. v., 

district, n., distrito. 

do, irr. v., (did, done), 

hacer. 
dock, n., muelle. 

doctor, n., 

doff, reg. v., quitar. 
double, a., doble. 
doubt, n., duda. 
doubtless, adv., sin duda. 
doughnut, n., fritura en 

forma de anillo. 
drag, reg. v., arrastrar. 
draw, irr. v. (drew, drawn), 

tirar, dibujar: to draw 

up, pararse. 
dream, n., sueiio. 
dream, reg. v. and irr. 

(dreamt, dreamt), sonar. 
dress, n., vestido ; dress- 
maker, n., costurera. 
drink, irr. v. (drank, drunk 

or drunken), beber. 



VOCABULARY 



165 



drive, irr. v. (drove, driven), 

guiar : drive away, ahu- 

yentar. 
droll, a,, jocoso. 
droop, reg, v., inclinar, ma- 

chitar. 
drop, n.y gota. 
dry, reg. v., secar. 
dull, a., embotado. 
dunce, n., tonto. 
dust, n., polvo. 
Dutch, a., holandes. 
dutiful, a,, docil. 
dwarf, n.j enano. 
dwell, irr. v, (dwelt, dwelt), 

habitar. 
dweller, n., habitante. 



eager, a., avido. 
eagerly, adv., avidamente. 
eagle, n,, aguila. 
Earl, n.j conde. 
earn, reg. v., ganar. 
earnest, a., formal. 
easily, adv., facilmente. 
eastward, adv., hacia el este. 
eat, irr, v. (ate, eaten), 
comer. 

education, n., 

elbow, n., codo. 
elect, reg. v., elegir. 
element, n., 



elephant, n., 

else, a., otro, ajeno. 
embodiment, n., incorpora- 

cion. 
emperor, n., emperador. 
emphasize, reg. v., recalar. 
empire, n., imperio. 
employ, reg. v., emplear. 
employer, n., amo, jefe. 
empty, a., vacio. 
empty, reg. v., vaciar. 
enclosure, n., corral, recinto. 
end, n., fin ; la parte superior 

6 inferior. 
endure, reg. v., soportar, 

sufrir. 
engage, reg. v., ganar. 
engine, n., maquina. 
engineer, n., maquinista. 
enjoy, reg. v., gozar de. 

enormous, a., 

entire, a., entero. 
entirely, adv., enteramente. 
entitle, reg. v., autorizar. 
envelope, n., sobre. 
equal, a., igual. 

era, n., 

eraser, n., borrador. 
ere, prep., antes de. 
erect, a., derecho. 
escape, reg. v., 



esteem, n., estimacion. 
eternity, n., eternidad. 



i66 



AN INTERMEDIATE COURSE IN ENGLISH 



eventually, adv., finalmente, 
everyone, pro., todo el 

mundo. 

exactly, adv., 

exactness, n., exactitud. 
example, n., ejemplo. 
exceed, reg. v., exceder. 
except, prep., a excepcion de. 
exchange, reg. v., cambiar. 

excite, reg. v., 

excitement, n., excitacion. 

excuse, reg. v., 

execution, n., ejecucion. 
exhibit, reg. v., demostrar. 
expanse, n., extension. 
expect, reg. v., esperar. 
expensive, a., costoso. 

experience, n., 

experience, reg. v., experi- 

mentar. 
explain, reg. v., explicar. 
explanation, n., explicacion. 

exploration, n., 

express, reg. v., 

expression, n., 

extend, reg. v., 

extensive, a., 



extent, n., extension. 
extremely, adv., extrema- 

damente. 
eyebrow, n., ceja. 
eyelash, n., pestana. 



face, 71., cara, rostro. 
factory, n., fabrica. 
faded, part., destenido. 
faint, a., tenue. 
fair, a., guapo; rubio; regu- 
lar ; fair-skinned, a., rubio, 

de tez blanca. 
faith, n., fe. 
faithful, a., fiel. 
fall, irr. v. (fell, fallen), 

caer. 

familiar, a., 

fare, n., vianda, comida; (de 

ferrocarril), precio de 

pasaje. 
farther, adv., mas alia. 
farthing, n., cuarto de peni- 

que. 
fashion, n., modo; moda. 
fasten (with buttons), reg, 

v., abrochar. 
fat, a., gordo. 

fatal, a., 

fate, n., destino. 
father-in-law, n., suegro. 
fault, n., culpa. 
favor, n., 



favorable, a., 

favored, part., favorecido. 
fearless, a., valiente. 
feast, n., festin. 
feast, reg. v., festijar. 



VOCABULARY 



167 



feather, n., pluma. 
feature, n., rasgo, faccion. 

federal, a., 

feed, irr. v, (fed, fed), ali- 

mentar. 
feel, irr, v, (felt, felt), 

sentir. 
feeling, n., sentimiento. 
fellow, n,, mozo ; en com- 

posicion de otras palabras 

significa companerismo. 
fence, n,, palisada. 

ferocity, n., 

fierce, a., feroz. 

fight, irr. v, (fought, 

fought), pelear. 

figure, n,, 

find, irr. v, (found, found), 

encontrar. 
finery, n., gala, 
finger, n., dedo. 
fire, n., fuego. 
fire, reg. v., disparar, des- 

cargar. 
fireplace, n,, hogar. 
firmness, n., firmeza. 
fish, reg. v., pescar. 
fit, reg. v., entallar. 
fianiing, part,, llameante. 
flash, n., rayo, centelleo. 
flat, a.y llano, 
flee, irr. v. (fled, fled), huir 

de. 



fling, irr. v. (flung, flung), 
echar. 

float, reg, v., mantener a 
flote. 

flock, n., bandada. 

flow, reg. v., correr. 

flower, reg. v., florecer. 

flush, reg. v., sonrojar. 

fly, irr. v. (flew, flown), 
volar. 

folks, n. pi., gente. 

follow, reg. v., seguir. 

food, n., alimento. 

fool, n., loco. 

foolish, a., tonto, loco. 

foolishness, n., tonteria. 

footprint, n., huella. 

forbid, irr. v. (forbade, for- 
bidden), prohibir. 

force, reg, v., obligar. 

fore, a., anterior. 

forehead, n., frente. 

forfeit, n., multa: en los 
juegos, prenda. 

forge, n., fragua. 

forget, irr. v. (forgot, for- 
gotten), olvidar. 

fork, n., tenedor. 

forlorn, a., desamparado. 

formerly, adv., anterior- 
mente. 

forsake, irr. v. (forsook, for- 
saken), abandonar. 



i68 



AN INTERMEDIATE COURSE IN ENGLISH 



fort, n., fuerte. 
forth, adv., fuera ; to go 
forth, salir fuera. 

fortune, n., 

forward, adv., adelante. 
foul, a., sucio, indecente. 
founder, n., fundador. 
free, a., libre. 
freedom, n., libertad. 
frequently, adv., 



freeze, irr. v, (froze, frozen), 

helar. 
frighten, reg. v., asustar. 
frock coat, n., frac. 
frown, n., ceno. 
full-blown, part., abierto (de 

flores.) 

furious, a., 

furnish, reg. v., surtir; dar. 
furniture, n., muebles. 
further, adv., mas alia. 
future, n., 



Gaelic, a., celtico. 
gain, n., ganancia. 
gain, reg. v., ganar. 
garb. It., vestido. 
garment, n., prenda. 
gaze, n., mirada. 
general, a., 



genius, n., 

gently, adv., suavemente. 
get, irr, v. (got, gotten or 

got), conseguir, ganar. 
ginger, n., gingibre. 
give, irr. v. (gave, given), 

dar: give up, dejar, aban- 

donar. 
gleam, reg. v., fulgurar. 
glisten, reg. v., resplandecer. 

glory, n., 

glow, n., encendimiento. 
go, irr, V. (went, gone), ir. 
goal, n., fin. 
golden, a., dorado. 
good-fellowship, n., amistad. 
government, it., gobierno. 
governmental, a., guberna- 

mental. 
gown, n., traje (de mujer). 

grace, n., — 

graceful, a., elegante. 
gracefully, adv., graciosa- 

mente. 

grade, n., — 

gradually, adv., 



generally, adv., 
generous, a., — 



graduate, n., graduado. 
grandfather, n., abuelo. 

grandly, adv., 

grandson, n., nieto. 
grape, n., uva. 
grave, n., tumba. 
grave, a., serio. 



VOCABULARY 



169 



gravy, n,, salsa. 

gray, a., gris. 

graze, reg. v., pastar. 

Greek, n., a., griego. 

grief, n., pena. 

grind, irr. v. (ground, 

ground), moler. 
grocer, n., pulpero. 
grocery store, n., pulperia. 

grotesque, a., 

group, n., grupo. 

grow, zVr. v. (grew, grown), 

crecer. 

guard, n,, 

gun, n., canon, fusil. 

H 

half, a., medio. 
halo, n., 



handful, n,, punado. 
handsome, a., hermoso. 
hang, irr. v. (hung, hung), 

colgar. 
happen, reg. v., acontecer. 
happily, adv., felizmente. 
hard, a., duro. 
hardly, adv., escasamente. 
hare, n., liebre. 
hark, reg. v., escuchar. 
harmless, a., innocuo. 
harmonious, a., armonioso 
harmony, 11., armonia. 
hatred, n., odio, aversion. 



have, irr. v, (had, had), 

tener, haber. 
hay, n., heno. 
health, n., salud. 
heap, reg. v., hacer mon- 

tones. 
hear, irr. v. (heard, heard), 

oir. 
hearth, n., hogar. 
heartily, adv., con buen 

apetito. 
hearty, a., vigoroso. 
heat, n., calor. 
heat, reg. v., calentar. 
Heaven, n., Cielo. 
heavily, adv., pesadamente. 
heavy, a., pesado. 
heed, reg. v., atender. 
heel, n., talon. 
height, 11., altura. 
help, n., ayuda. 
hen, n., gallina. 
hence, adv., por eso. 

hereditary, a., 

hero, n., heroe. 
heroic, a., 



hesitate, reg. v., dudar, pau- 

sar. 
Hessian, a., de Hesse. 
hide, irr. v. (hid, hidden), 

esconder. 
hind, a., posterior. 
hit, irr. v. (hit, hit), pegar. 



170 



AN INTERMEDIATE COURSE IN ENGLISH 



hither, adv,, aca. 

hold, irr, v. (held, held), re- 

tener. 
hollow, a., hundido. 
holy, a., santo. 
homely, a,, feo. 
honesty, n., probidad. 
honey, n., miel de abeja. 
honorable, a., honrado. 
hoof, n.y pezuna. 
horn, n., cuerno. 
horseback, n,, lomo de ca- 

ballo: on horseback, a ca- 

ballo. 
hostage, n., rehen. 

hotel, n., 

hound, n., lebrel. 
hour-glass, n., reloj de 

arena, 
hourly, adv,, a cada hora. 
however, adv,, como quiera 

que sea. 
hued, pari,, Colorado. 
hug, n.j abrazo. 
huge, a., enorme. 

human, a,, 

humor, n., 

hunt, reg. v,, cazar. 
hunter, n., cazador. 
hurry, reg. v,, ir aprisa, co- 

rrer, presuroso. 
hurt, irr, v. (hurt, hurt), 

hacer dano. 
hush, reg. v., callar. 



iambic, a,, yambico. 
iambus, n,, yambo. 

ideal, a., 

identical, a., 



idle, a., ocioso. 
ill, 7i., mal. 
imagine, reg. v., 
immediate, a., — 
immortal, a., — 
implicitly, adv., - 
importance, n., — 
important, a., 



impudence, n., insolencia. 
inconvenient, a., incomodo, 

inconveniente. 
increase, reg. v., aumentar 

independent, a., 

indifference, n., 

individual, n., a., — 



indoors, adv., en casa. 

industrious, a., 

industry, n., 



infamous, a., infame. 

infancy, n., 

infer, reg. v., 

inflection, n., 



information, n., — 
infrequent, a., raro. 
initial, n., 



innocent, a., 

inside, adv., interior. 

insist, reg. v., 

inspiration, n., 



VOCABULARY 



171 



instance, n,, ejemplo. 
instant, n,, momento. 
instantly, adv., al instante. 

institution, n,, 

instruction, n., 

insular, a., 

intelligence, n,, 

intense, a., 



intent, n,, sentido : to all in- 
tents and purposes, prac- 
ticamente. 

interest, n., 

intermediate, a., 

intimate, a,, 



introduce, reg. v., 
introduction, n., — 

invade, reg. v., 

invent, reg, v,, — 

invention, n., 

invert, reg. v., 



invincible, a,, invencible. 
invite, reg. v., convidar. 

irregular, a., 

iron, n., hierro. 
iron-bound, a., atado de 
hierro. 

J 

jewel, n., joya. 
jingle, n., retintin. 
job, n., empleo . 
join, reg. v., unir. 
joy, n., alegria. 
judge, ;?., juez. 



K 
keep, iVr. v. (kept, kept), 

guardar. 
key, n., Have. 
kick, reg. v., cocear. 
kin, n., pariente. 
kind, n., suerte. 
kind, a., bueno, bondadoso. 
kindly, adv., cariiiosamente. 
kindness, n., bondad. 
kingdom, n., reino. 
kinsfolk, n. pi., parientes. 
kinsmen, n. pL, parientes. 
kiss, n., beso. 
kitchen, n., cocina. 
kith, n., Se usa solamente en 

la frase kith and kin, 

Vea Lesson XL 
knee, n., rodilla. 
kneel, reg. v. and irr, 

(knelt, knelt), arrodil- 

larse. 
knife, n., cuchillo: carving 

knife, trinchante. 
know, irr, v. (knew, known), 

saber, conocer. 



labor, reg. v., trabajar. 



lace, 



n., encaje. 



lack, n., falta. 

ladder, n., escalera, escala 

lame, a., cojo. 



172 



AN INTERMEDIATE COURSE IN ENGLISH 



lap, n., falda. 

lasting, a., duradero. 

Latin, a., 

launch, n., lancha (de va- 
por). 

lawyer, n,, abogado. 

lay, irr, v. (laid, laid), 
poner. 

lazy, a., perezoso. 

lead, irr. v. (led, led), con- 
ducir. 

leak, reg. v., gotear. 

leap, reg, v. and irr, (leapt, 
leapt), saltar. 

leave, irr, v, (left, left), de- 
jar, salir de. 

left, a,, izquierda. 

lend, irr, v, (lent, lent), 
prestar. 

let, irr, v, (let, let), per- 
mitir, dejar. 

level, reg, v. (3. gun), apun- 
tar. 

liberty, n., 

lie, irr, v, (lay, lain), re- 
posar. 

lifetime, n., tiempo de la 
vida. 

light, n,, luz. 

light, a., claro, lig'ero. 

light, reg. v. and irr, (lit, 
lit), encender. 

lightning, n., relampago. 



liken, reg, v., comparar. 

likewise, adv,, tambien. 

lily, n., lirio. 

limb, n,, extremedad. 

line, n,, linea, verso. 

linen, n,, hilo. 

listen, reg, v., escuchar. 

literary, a,, 

literature, n., 



load, n,, carga. 
load, reg. v., cargar. 
locate, reg, v., colocar. 
location, n., colocacion. 
locomotive, n., locomotora. 
lonely, a., solitario. 
longish, a., con tendencia al 

largo. 
lore, n,, (poetical), ciencia, 

sabiduria. 
lose, irr, v. (lost, lost), per- 

der. 
lovable, a./ simpatico. 
lovely, a,, amable. 
lowly, a,, humilde. 
lunch, n., almuerzo. 
luncheon, n., refaccion. 
luster, n., lustre. 
luxurious a,, lujoso. 

M 

machine, n,, maquina. 
machinery, n., maquinaria. 



VOCABULARY 



173 



mail, reg. v., echar en el 

correo. 
mainland, n., continente. 
main, n., oceano ; a., princi- 
pal, esencial. 
maintain, reg. v., mantener, 

sostener. 
maintenance, n., sosten. 
majority, n., mayoria. 
make, irr, v. (made, made), 

hacer, construir. 
manger, n,, pesebre. 
manhood, n., naturaleza del 

hombre ; espiritu. 
mankind, n., humanidad. 
manly, a., varonil. 
manner, n., manera. 
man-of-war, n., barco de 

guerra. 
manufacture, reg. v., fabri- 

car. 

march, n,, 

margin, n., margen. 
marriage, n., matrimonio. 
marry, reg. v., casar. 
master, n., director, maestro. 
master, reg. v., dominar. 

material, n., 

matter, n., materia; asimto: 

no matter, no importa : 

What is the matter ? 

<iQue ocurre? 



meal, n., cuaiquiera de las 

comidas. 
mean, irr. v. (meant, meant), 

querer decir. 
meantime, adv., entretanto. 
measure, n., medida. 
measure, reg. v., medir. 
meet, irr. v. (met, met), en- 

contrarse. 
meeting, n., reunion; junta. 

melancholy, n., 

melt, reg. v., derrotar. 
member, n., miembre. 

memorable, a., — 

mental, a., 

merely, adv., solamente. 
merry, a., alegre. 
message, n., mensaje. 

metal, n., 

meter, n., metro. 
metrical, a., 



mid, a. J medio. 
middle, n., medio. 
might, n., poder. 
mighty, a., poderoso. 
mill, n., molino ; milisimo. 
mince pie, n., pastelon de 
picadillo de carne y fruta. 
mind, n., mente. 

mineral, ;/., a., 

mingle, reg. v., mezclar. 
minister, n., cura. 



174 



AN INTERMEDIATE COURSE IN ENGLISH 



mint, n., casa de moneda. 

minute, n., 

mission, n., 

mistress, n., senora. 
mix, reg. v., mezclar. 
mode, n,, manera. 

modern, a,, 

monarch, n., monarca. 
monarchy, n., monarquia. 

mortal, n., a., 

mother-in-law, n., suegra. 
mountain, n,, monte. 
mournful, a., triste. 
mouse, n,, raton. 
moustache, n., bigote. 
mud, n,, fango, lodo. 
muddy, a., lodoso. 

multitude, n., 

municipality, n., 

munificent, a,, 



murderer, n., asesino. 
muscle, n., musculo. 
muscular, a., musculoso. 
musket, n., mosquete. 
mush, n., puches; comida 

compuesta de harina de 

maiz y agua. 
music, n,, 



mutton, n., carnero. 

N 
name, reg. v., llamar. 
napkin, ;i., servilleta. 



natural, a.^ 

nature, n., 

navy, n., armada. 
neighbor, n,, vecino. 
nephew, n,, sobrino. 
network, n,, red. 
news, n, pL, noticias. 
nickel, n., niquel ; moneda 

de cinco centavos. 
niece, n., sobrina. 

noble, a., 

noisy, a., ruidoso. 
lioon, 11., medio dia. 
normal, a., 



nostril, n., ventana de nariz. 
note, n., billete, cartita. 
noted, part., celebre, co- 

nocido. 
notice, n., atencion. 
noticeable, a., notable. 

numerous, a., 

nut, n., nuez. 

O 

oaken, a., de nogal. 

oar, n., rema. 

oath, n., juramento; blas- 
femia. 

oblige, reg. v., obligar : to be 
obliged, ser agradecido. 

observation, n., ob- 
servation car, carro a 
proposito para observar. 



VOCABULARY 



175 



observe, reg, v,, 
occasion, n., 



occasionally, adv., 
occupy, reg. v., — 
occur, reg. v., 



offense, n., culpa. 

office, n., oficina. 

olive, a., olivo : n., aceituna. 

onion, n,, cebolla. 

onward, adv., adelantado. 

opposite, a. J opuesto. 

opposition, n., — — 

oral, a., 

orange, n., naranja, china. 

ordinary, a., 

origin, n,, 



original, a.^ 

ornament, n., 

ornate, a,, adornado, alto. 
orthography, n., ortografia. 
ounce, n.j onza. 
out, adv., fuera : out of 

doors 6 outdoor, fuera de 

la casa. 
outgrowth, n., resultado. 
outside, prep., fuera de. 
outward, adv., hacia fuera; 

outward baggage, bagaje 

de ida. 
oven, n., horno. 
overflow, reg. v., rebosar. 
overhanging, part., saliente. 



overtake, irr. v. (overtook, 

overtaken), alcanzar. 
owe, reg, v., deber. 
owner, n,, dueno. 



paint, n,, pintura. 
pair, n., par. 
palace, n.. 



pale, a., palido. 
pantry, n., despensa. 
parallel, a., paralelo, seme- 

jante. 
pare, reg. v., pelar. 
part, reg. v., partir. 
partake, irr. v. (partook, 

partaken), participar de. 
particular, a., escrupuloso. 
partly, adv., partialmente. 
party, n., tertulia. 
pass, irr. v. (past, passed or 

past), pasar: pass away, 

salir, morir. 

passion, n., 

passionate, a., pasionado. 
pastime, n., pasatiempo. 
path, n., senda. 
patience, n., paciencia. 
patient, a., paciente. 

patriarchal, a., 

patriot, 11., 



176 



AN INTERMEDIATE COURSE IN ENGLISH 



pay, ir7\ v. (paid, paid), 

pagar. 
payment, n., pago, sueldo. 
pea, n., chicharo. 
pearl, n,, perla. 
peculiar, a., raro. 

pedagogy, n,, 

peddle, reg, v., revender; 

vender de puerta en 

puerta. 
pence, n. pL (penny), pen- 

ique. 

pendulum, n,, 

peony, n., 

pepper, n., pimienta. 
perfect, a., entero. 
perform, reg, v., hacer, eie- 

cutar. 
perhaps, adv,, quizas. 
perilous, a., peligroso. 
period, n., era, epoca; punto. 

permit, reg. v,, 

persistent, a,, 

person, n,, persona, cuerpo. 

personal, a., 

persuade, reg. v., 

philosopher, n., filosofo. 
phonic, a,, fonico. 
phonetic, a., fonetico. 
phrase, n., frase. 
physical, a., fisico. 
picture, n,, grabado. 
pie, n., pastelon. 



piety, n./ piedad, religiosi- 
dad. 

pillow, n., almohada. 

pin, n,, alfiler. 

pink, a., color de rosa. 

pile, n., pila. 

pile, reg. v., amontonar. 

pine, n., a., pino. 

piratical, a., 

pity, n., piedad, compasion. 

plain, a.y de facciones ordi- 
narias ; sencillo ; sin mez- 
cla. 

plan, n., ^ 

plant, reg. v., sembrar. 

plate, n., 

pleasantly, adv., agradable- 
mente. 

pledge, reg. v,, dar en 
prenda. 

plumber, n., plomero. 

plump, a., grueso, roUizo. 

plum, n., ciruela: plum pud- 
ding, pudin ingles. 

poetry, n., poesia. 

point, n., punto. 

polish, reg. v., pulir. 

polite, a., fino, cortes. 

politeness, n., cortesia. 

political, a., 

ponderous, a., pesado. 

pooh ! inter., \ bah ! 

port, n.y puerto. 



VOCABULARY 



177 



-, dole. 



portion, n., 

post, n., correo. 
postage, n., franqueo. 
postmaster, n,, administrador 

de correo. 
potato, n., papa, patata. 
powder, n., polvora. 
power, n., poder. 

practical, a,, 

practically, adv., virtual- 

mente. 
praise, reg, v,, loar, alabar. 
pray, reg, v., rezar. 
prayer, n., plegaria. 
precede, reg, v., anteponer. 
precision, n., 



profession, n., carrera. 
professional, a., — — 
progression. 



preparation, n., 

prepay, irr. v. (prepaid, pre- 
paid), pagar adelantado. 

presence, n,, , asis- 

tencia. 

present, n., regalo. 

present, reg. v., dar. 

pretty, a., bonito. 

pride, n., orgullo. 

priest, n.y cura. 

print, n., huella, impresion, 
estampa. 

prison, n., carcel. 

probably, adv., 

problem, n., 

proclaim, reg. v., proclamar. 



prolong, reg, v., extender. 
prominent, a., saliente. 
promise, reg. v., prometer. 
pronounce, reg. v., prohun- 

ciar. 

pronunciation, a., 

proper, a., propio. 

properly, adv., correcta- 

mente. 
prophecy, n., profecia. 

proportion, n., 

prospect, n., esperanza, vista, 
protect, reg. v., proteger. 

protest, reg. v., 

proud, a., orgtilloso. 
proudly, adv., orgullosa- 

mente. 
publish, reg. v., publicar. 
pumpkin, n., calabaza. 
punish, reg. v., castigar. 
punch, reg. v., punzar. 
purchase, reg. v., comprar. 

pure, a., 

Puritan, a., n., 

purple, a., purpureo. 
purpose, n., proposito. 
pursue, reg. v., perseguir. 
push, reg. v., empujar. 
put, irr. V. (put, put), poner. 



178 



AN INTERMEDIATE COURSE IN ENGLISH 



Q 

quality, n,, calidad. 
quantity, n., cantidad. 
questioner, n., preguntador. 

quintal, n., 

quiver, n., temblor. 

R 






ferrocarril. 



race, n., raza; carrera, re- 

gata. 
railroad, 
railway, 
rain, n,, lluvia. 
raise, reg. v., levantar. 
raisin, n,, pasa. 
rapture, n., rapto, trans- 

porte. 
rarely, adv., raramente. 
rate, n,, tipo. 
raw, a,, crudo; frio. 
reach, n,, alcance, extension. 
reach, reg, v,, alcanzar. 
read, irr, v. (read, read), 

leer. 
reader, n., lector, 
readily, adv,, facilmente. 
real, a,, verdadero. 
reasonable, a., razonable. 
rebel, n., rebelde. 
recall, n,j revocacion. 
receipt, n., recibo ; />/., in- 

gresos. 
recent, a., reciente. 



reception, n,, 

reckon, reg, v., contar, me- 

dir. 
recommend, reg. v., 



recreation, n., recreo. 

recur, reg. v., repetirse. 

red-haired, a., de pelo Colo- 
rado. 

refer, reg. v., 

reflect, reg. v., reflejar. 

regard, n., atencion ; pi., me- 
morias, recuerdos. 

regardless, a., indiferente. 

region, n., 

regret, reg. v., sentir. 

regular, a., 

regulate, reg. v., arreglar. 

rejoice, reg. v., regocijar. 

relation, n., pariente: blood- 
relation, parentezco de 
sangre. 

relationship, n., parentezco. 

relative, n,, pariente. 

rely, reg. v., confiar en. 

remain, reg. v., permanecer. 

remind, reg. v., recordar. 

repair, reg. v., reparar. 

reply, reg. v., contestar. 

reporter, n,, — 

repose, n., descanso, tran- 
quilidad. 

representation, n., 

republic, n., 



VOCABULARY 



179 



republican, a., 
repulsive, a., - 
reputation, n., - 



request, reg, v,, pedir. 
require, reg. v., requerir. 
resemblance, n., parecido. 
resemble, reg, v,, aparecer. 
resolve, reg, v., determinar. 
respect, n,, respeto. 

respective, a., 

rest, reg, v,, descansar. 
restaurant, n., 



restore, reg, v,, devolver. 

result, n,y resulta. 

result, reg, v., ; re- 
sult in, acabar en. 

resume, reg, v,, reocupar. 

retain, reg, v,, retener. 

revenue, n,, rentas internas : 
revenue-agent, agente de 
rentas internas. 

reverent, a,, 

revolution, n., 



revolutionary, a., 

rewrite, irr, v, (rewrote, re- 
written), escribir de nue- 
vo, 6 en otra forma. 

rhyme, n., rima. 

rhyme, reg, v., rimar. 

rhythm, n,, ritmo. 

rhythmical, a,, ritmico. 

rice, n,, arroz. 



rich, a., rico. 

ride, irr, v. (rode, ridden), 

cabalgar, pasear en coche. 
ridicule, reg. v., ridiculizar. 

ridiculous, a,, 

right, a., derecho, recto. 

rill, n,, riachuelo. 

ring, irr, v. (rang, rung), 

tocar, repicar. 
ripple, reg. v., rizar, ondear. 
rise, irr. v, (rose, risen), 

levantarse. 
roar, n., rugido. 
roast, reg, v., asar: roast 

beef, carne asada, rosbif. 
robe, reg. v,, trajear, vestir. 
rock, n,, pefia. 
rod, n,y una medida de 16}^ 

pies. 

romance, n,, 

root, n,y raiz. 

rosy, a,, color de rosa. 

rough, a., aspero. 

round, n., (de escala), pel- 

dafio. 
row, n.^ hilera. 
row, reg. v., remar. 
rule, n,, regla. 
ruler, n., regla; gobernador. 
run, irr, v, (ran, run), co- 

rrer. 
rustic, a. J campesino. 



AN INTERMEDIATE COURSE IN ENGLISH 



sacrifice, n., 

sad, a., triste. 

sadness, n., tristeza. 

sagacity, n., sagacidad. 

salary, n., sueldo. 

salute, n., saludo. 

sand, n., arena. 

sapphire, n., zafir : sapphire 

walls, i.e. Cielo. 
sash, n., faja (de seda). 
satisfaction, n,, 



saucer, n., platillo. 
savage, a., n., salvaje. 
saw, reg. v,, serrar. 
say, irr. v. (said, said), de- 

cir. 
scales, n. pL, balanza. 
Scandinavian, a., escandi- 

navo. 
scant, a.j escaso, corto. 
scarce, a., raro : En la poesia, 

apenas. 
scarcely, adv., apenas. 
scarlet, a., escarlata. 
scene, n., escena. 
scheme, reg. v., formar 

planes. 
scholar, n., discipulo; docto. 
scoffingly, adv., con mofa. 
scorn, n., desprecio. 
screen, n., biombo. 
sea-gull, n., gaviota. 



search, n., busca. 
search, reg. v., buscar. 
seat, reg. v., sentar. 

secret, a., 

secure, reg. v., obtener. 

see, irr. v. (saw, seen), ver. 

seek, irr. v. (sought, 

sought), buscar. 
seize, reg. v., coger. 
seldom, adv., rara vez. 
select, reg. v., elegir, esco- 

ger. 
selectman, n., miembro del 

ayuntamiento. 
selfish, a., egoista. 
self-reliant, a., confidente en 

si mismo. 
sell, irr. v. (sold, sold), ven- 
der. 
send, irr. v. (sent, sent), en- 

viar. 
sender, n., remitente. 
sensible, a., razonable. 

sensual, a., 

separate, a., separado. 
separately, adv., separada- 

mente. 

serene, a., 

serenity, n., 

series, n., serie. 
serious, a., 



servant, n., criado. 
service, n., — 



VOCABULARY 



set, irr, v, (set, set), fijar: 
set apart, dedicar. 

severe, a., — 

sexton, n., sacristan. 

shade, n., sombra; (de col- 
ores) tono, tinte. 

shaggy, a., aspero. 

shake, irr. v. (shook, shak- 
en), sacudir. 

shape, reg. v., formar. 

share, n., parte. 

share, reg, v,, partir. 

sharp, a,, agudo. 

shell, n., concha. 

shilling, 71., chelin. 

shine, irr. v. (shone, shone), 
brillar. 

shipwrecked, part., naufra- 
gado. 

shiver, reg. v., temblar. 

shoe, irr. v. (shod, shod)^, 
calzar. 

shoe-maker, n., zapatero. 

shoot, irr. v. (shot, shot), 
herir con arma de fuego. 

shoulder, n., hombro. 

showy, a., vistoso. 

shred, n., fragmento, tira. 

shrill, a., penetrante. 

shut, irr. v, (shut, shut), 
cerrar. 

shutter, n., postigo. 

sigh, reg. v., suspirar. 



sign, n.j rotnlo. 
signature, n., firma. 
silence, n., 



silent, a., silencioso. 
silk, 11, seda. 

silver, n., plata : silver-plat- 
ed, a., plateado. 
similar, a., seme j ante. 
simple, a., sencillo. 
simplicity, n, sencillez. 
since, adv., desde ; siendo. 

sincerity, n., 

sinewy, a., robusto. 

sing, irr. v. (sang, sung), 

cantar. 
single, a., solo. 
sink, irr. v., (sank, sunk), 

hundir. 
sire, n., padre, Sefior. 
sister-in-law, n., cunada. 
sit, irr. v., (sat, sat), sen- 

tarse. 
skilled, a., practico, experto. 
skin, 11., piel, tez. 
skipping, part., saltando. 
slate, n., pizarra. 
slay, irr. v. (slew, slain), 

matar. 
sleep, irr. v. (slept, slept), 

dormir. 
sleeper, n., cochecama ; el que 

duerme. 
sledge, 11., mandarria. 



l82 



AN INTERMEDIATE COURSE IN ENGLISH 



sleeve, n., manga. 
slender, a., enjuto. 
slide, irr, v. (slid, slid), 

resbalar. 
slumber, reg. v., dormitar. 
smithy, n., fragua. 
smoke, reg. v., fumar. 
smoothly, adv,, facilmente, 

blandamente. 
snake, n., culebra. 
snow, n., nieve ; snow-locked, 

part,, sitiado por la nieve. 
sober, a., serio. 
so-called, part., asi llamado. 

social, a., 

soft, a. J suave. 

soften, reg. v., ablandar. 

solemn, a., 



solicitation, n., 

somehow, adv., de algiin 

modo. 
somewhat, adv., algo. 
son-in-law, n., yerno. 
soothe, reg. v., calmar. 
sordid, a., mercenario. 
sorrow, n., dolor, 
sorrow, reg. v., sentir pena. 
sort, n., suerte. 
soul, n., alma. 
sound, reg. v., sonar. 
sour, a., agrio. 
source, n., origen. 



sow, irr. v. (sowed, sown or 

sowed), sembrar. 
spar, n,, mastil. 
spare, a., flaco, enjuto; dis- 

ponible, sobrante. 
speak, irr. v. (spoke, 

spoken), hablar. 
special, a., especial. 
specie, n., metalico, dinero. 
spectacles, n. pi., espejuelas. 
spectator, n., espectador. 
speech, n., palabra ; idioma. 
speechless, a., callado. 
speed, n., velocidad. 
speller, n., el que deletrea. 
spend, irr. v. (spent, spent), 

gastar. 
spin, irr, v. (spun, spun), 

hilar. 
spirit, n., espiritu. 
spite, n., despecho, rencor: 

in spite of, a pesar de. 
splendid, a., esplendido. 
splendor, n., brillantez. 
split, irr. v. (split, split), 

partir. 
splutter, reg. v., balbucear 

(de barullo). 
sponge, n., esponja. 
spoon, n., cuchara. 
spoonful, n., cucharada. 
spread, irr, v. (spread, 

spread), extenderse. 



VOCABULARY 



183 



spring, n., manantial, fueiite ; 
resorte ; la primavera. 

spring, irr. v. (sprang, 
sprung), brincar. 

spy, n., espia. 

staff, n., palo ; asta de ban- 
dera. 

stand, irr. v. (stood, stood), 
estar de pie : to stand for, 
representar. 

stanza, n,, estrofa. 

stare, reg. v., encararse. 

start, reg. v., poner en 
marcha, empezar : to have 
the start, tener la delan- 
tera. 

startle, reg. v., espantar. 

state, n., estado. 

statesman, n., hombre de Es- 
tado. . 

station, n., estacion. 

stature, w., estatura. 

steak, n., filete, biftek. 

steal, irr. v. (stole, stolen), 
hurtar. 

steamer, n., buqiie de vapor. 

steamship, n., buqiie de va- 
por. 

steel, n., acero. 

stem, n., tallo. 

step, n.y paso. 

stern, a., austere. 

stern, n., popa. 



stick, n., palo. 

stick, irr. v. (stuck, stuck), 

hundir, clavar. 
still, adv., todavia. 
sting, irr. v. (stung, stung), 

picar. 
stocking, n., media. 
stool, n., banquillo. 
stoop, n., caido (de hom- 

bros). 
stoop, reg. v., agacharse. 
storm, n.y tempestad. 
stormy, a., tormentoso. 
stout, a., corpulento. 
straight, a., derecho. 
stranger, ii., a., desconocido. 
stray, reg. v., estraviarse. 
straw, n., paja. 
strength, n., fuerza. 
strike, irr. v. (struck, struck 

or stricken), golpear, pe- 

gar. 
stroke, n., golpe. 
struggle, n.y esfuerzo, lucha. 
struggle, reg. v., luchar, for- 
ce] ar. 
student, n., estudiante, dis- 

cipulo. 
sturdy, a., robusto. 
style, n., estilo. 
subject, n., sujeto, topico. 

sublime, a., 

sub-marine, a., 



i84 



AN INTERMEDIATE COURSE IN ENGLISH 



subsistence, n., 

succeed, reg. v., tener buen 
exito ; suceder. 

successful, a., afortunado. 

suggest, reg, v., sugerir. 

suit, n., traje. 

sum, 71., total, suma. 

summit, n,, cima. 

supper, n., cena. 

supplies, n. pL, materiales. 

support, n., sosten. 

support, reg. v,, sostener. 

suppose, reg. v., suponer. 

sure, a., seguro. 

surname, n., apellido. 

surprise, n., sorpresa. 

surroundings, n. pi., alrede- 
dores. 

suspect, reg. v., sospechar. 

suspicion, n., sospecha. 

swallow, reg, v., tragar. 

sway, reg. v., oscilar. 

swear, irr. z^. (swore, sworn), 
jurar. 

sweat, n., sudor. 

sweep, irr. v. (swept, swept), 
barrer. 

sweet, a., dulce, suave. 

swell, reg. and irr. v. 
(swelled, swelled or swol- 
len), hinchar. 

swift, a., rapido. 



swim, irr. v. (swam, swum), 

nadar. 
swing, irr. v. (swung, 

swung), borrear, girar, 

columpiar. 
switch, n., varilla. 
sword, n., espada. 
syllable, n., silaba. 
sympathy, n., simpatia. 
synonymous, a., sinonimo. 



table, n.j mesa; tabla. 

tail, n., cola. 

tailor, n.j sastre. 

take, irr, v. (took, taken), 

tomar. 
talkative, a,, garrulo. 
tan, n.y casca; color de 

canela. 
task, n,, tarea. 
taste, n,, gusto. 
taunt, reg, v,, vituperar. 
tea, n,j te. 
teach, irr. v, (taught, 

taught), ensenar. 
teaspoon, n., cucharita. 
teapot, n., tetera. 
tear, irr, v, (tore, torn), 

romper. 
tear, n., lagrima. 
telegraph, n., — 



VOCABULARY 



185 



telegraphic, a., 
telephone, n., - 



tell, irr. v, (told, told), de- 

cir. 
temper, 7?., disposicion. 
temperate, a., templado. 
temperature, n., 



templed, part., cubierto de 

iglesias. 
tent, n., tienda de campafia. 
term, n., termino. 

terrible, a., 

testimony, n., 



thankfulness, n., gratitud. 
thanks, n, pL, gracias. 
therefore, adv., por eso. 

thermometer, n., 

thick, a., espeso, corpulento. 

thin, a., delgado. 

think, irr. v. (thought, 

thought), pensar. 
thirst, n., sed. 
thirsty, a., sediento. 
thought, n., pensamiento. 
thoughtful, a., atento. 
thrill, reg. v., causar una 

emocion alta. 
throat, n., garganta. 
throughout, adv., en todas 

partes, 
throw, irr. v. (threw, 

thrown), echar. 
thunder, n., trueno. 



tick, 11., tic tac. 

ticket, n., billete. 

ticking, n., tic tac. 

tie, n., lazo. 

tight, a., ajustado. 

tighten, reg. v., comprimir, 

title, n., titulo. 

toil, n,, labor, afan. 

tone, n., tono, acento. 

tongue, n., lengua. 

tour, n., viaje de Ida y 

vuelta. 
trace, reg. v., trazar. 
track, n., curso ; via, 
trade, n., oficio. 

traditional, a., 

trail, reg. v., arrastrar. 
train, n., cola ; tren. 
training, n., ensenanza. 

tranquil, a., 

transact, reg. v., hacer, eje- 

cutar. 
trash, n., basura. 
tread, irr. v. (trod, trodden 

or trod), pisotear. 
treasury, n., tesoro. 
treat, reg. v., tratar. 
tress, n., trenza. 
trial, n., afliccion; ensayo; 

juicio. 
trim, reg. v., adornar. 
trip, n., viaje. 
triplet, n., terceto. 



i86 



AN INTERMEDIATE COURSE IN ENGLISH 



triumph, n., triunfo. 

trochaic, a., 

trochee, n,, 



troop, n., tropa. 
trouble, n., molestia. 
trousers, n. pi, pantalones. 
troy, n.y a., sistema de pesos. 
trust, n.y confianza, fe. 
trust, reg, v., confiar. 
truth, n., verdad. 
truthfully, adv., con verdad. 
tube, n,, tubo. 
tuft, n., penacho, copete. 
tune, reg, v,, entonar. 
turnip, n., nabo. 
turn, reg. v., volver : to turn 

into, trasformar. 
twin, n,y a., gemelo. 

U 

ugliness, n., fealdad. 

ugly, a., feo. 

unable, a., impotente: to be 

unable, no poder. 
unaccented, a., sin acento. 
unattractive^ a., poco 

attractive. 
uncertain, a., dudoso. 
uncle, n., tio. 
uncomfortable, a., desagra- 

dable. 
unconquerable, a., invencible. 



undergo, irr, v, (underwent, 
undergone), padecer. 

understand, irr. v, (under- 

. stood, understood), en- 
tender. 

undertake, irr. v. (undertook, 
undertaken), emprender. 

undoubtedly, adv., sin duda. 

uneasy, a., inquieto. 

unexpected, a., inesperado. 

unfamiliar, a., poco familiar. 

unit, n., unidad. 

universal, a,, 

universally, adv., 



unknown, a., desconocido. 
unlock, reg, v., abrir una 

cerradura. 
unquenchable, a., inextingui- 

ble. 
unpleasant, a., desagradable. 
unskilled, a., inexperto. 
untouched, part., intacto. 
unusually, adv., inusitada- 

mente, raramente. 
unwelcome, a., mal recibido. 
upright, a., derecho, vertical. 
urge, reg. v., estimular. 
useless, a., iniitil. 

usual, a., 

utter, reg. v., pronunciar, 

V 

vacation, n., 

vain, n., vano. 



VOCABULARY 



187 



value, n., valor, 
vanity, 11., vanidad. 
vanquished, part., vencido. 

various, a., 

vase, n., 

vast, a., 

vaulted, a., arqueado. 
vegetable, n., a., vegetal. 
venerable, a., 



ventilation, n., 

versification, n,, 

vessel, n., navio; vasija. 
vest, n., chaleco. 
victory, n., 



vigorous, a,, 

village, n,, a., aldea. 

violin, n., 

virtue, n,, virtud. 

visible, a., 

vision, n., 



visitor, n., visitador. 
vocabulary, ;i., 



volunteer, reg. v., ofrecerse 
voluntariamente a hacer 
algo. 

vowel, n.y vocal. 

W 

wag, reg, v,, oscilar. 
v/aist, n., blusa. 
waistcoat, n., chaleco. 
wait, reg. v., esperar. 



v/ake, irr. v. ( woke, woke : 
tambien reg.), despertar. 

wampum, n., antiguo dinero 
de los indios. 

want, n., falta ; pobreza. 

want, reg. v., necesitar. 

wares, n. pi., mercancias. 

waste, reg. v., malgastar. 

watch, reg. v., mirar. 

wave, reg. v., ondear. 

wear, irr. v. (wore, worn)", 
llevar, usar. 

weary, a., fatigado. 

weary, reg. v., fatigar. 

weather, n., tiempo. 

wedding, n., nupcias. 

weed, n., mala hierba. 

weekly, a., seminal. 

weep, irr. v. (wept, wept), 
llorar. 

weigh, reg. v., pesar. 

weight, n., peso. 

welcome, n., a., bien venido. 

v/ell, n., pozo. 

well, a., bueno ; adv., bien : 
well-formed, bien form- 
ado. 

Welsh, a., de Gales. 

westward, adv., hacia el 
caste. 

whatever (whatever), pron., 
todo lo que. 

wheel, n., ruedo. 



AN INTERMEDIATE COURSF IN ENGLISH 



Vv^hence, adv., de donde. 
wherefore, adv., el por que. 
wherein, adv., en donde, en 

que. 
wherever, adv., dondequiera 

que. 
whether, conj., sea, ya. 
whip, reg. v., azotar. 
whipping, n., azotamiento. 
whirling, part., girando. 
whisper, reg. v., cuchuchear. 
whistle, n., silbido. 
wholesale, a., al por mayor, 
wholly, adv., totalmente. 
widen, reg. v., ensanchar. 
width, n., ancho. 
wielder, n., el que maneja. 
wild, a., salvaje. 
win, irr. v. (won, won), 

ganar, veneer. 
wind, irr. v. (wound, 

wound), enrollar. 
wing, n., ala. 
wire, reg. v., telegrafiar. 
wireless, a., sin hilo. 
wisely, adv., sabiamente. 
wit, n., ingenio, sal. 
witness, n., testigo. 
witness-stand, n., banco de 

testigo. 



wonder, it., maravilla, asom- 

bro. 
wood, n., leiia. 
woods, 11. pi., bosque. 
wool, n., lana. 
work, reg. v., trabajar, for- 

mar : wrought, irr. part., 

forjado. 
works, n. pi., maquina. 
worth, 7z., valor: to be worth, 

valer. 
wound, reg. v., heridar. 
worthless, a., sin valor. 
worthy, a., digno. 
wring, irr. v. (wrung, 

wrung) , retorcer, expri- 

mir. 
write, irr. v. (wrote, writ- 
ten), escribir. 
wrought, vea {work,) 



yam, n., yama. 
yearly, a., anual. 
yeoman, n., a., campesino. 
youth, n., juventud. 
youthful, a., juvenil. 



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